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: 

Clean and maintain area of responsibility 
SAQA US ID UNIT STANDARD TITLE
113818  Clean and maintain area of responsibility 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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

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

PURPOSE OF THE UNIT STANDARD 
A qualifying learner assessed as competent against this unit standard will be able to clean and maintain area of responsibility within controlled environments for plants and/or animals.

The value of the unit standard to the learner is a wide range of career options in the fields of bird parks, aquaria, zoos, botanical gardens, nurseries, other animal holding facilities, breeding centres and rehabilitation centres, protected area management and community conservation.

This competence will contribute towards best practices of public exhibition of natural resources. This competence will aid the interaction between captive facilities and the public whilst maintaining the aims of species protection. 

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 the scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Select and use correct cleaning material and equipment. 
OUTCOME NOTES 
For example:
  • Mop versus pressure hose
  • Electrical equipment
  • Garden equipment
  • Appropriate use of equipment
  • Cleaning equipment 

  • 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 learners 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 learner 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 learner 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 relevant simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 (e.g.: 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 learners 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.

    In particular, assessors should check for the following:

    Practical competence
  • Correct cleaning materials and equipment are selected
  • Materials and equipment are used correctly
  • Cleaning is done in an appropriate manner
  • Safety and hygiene procedures are adhered to
  • Reporting procedures are followed
  • Facilities are evaluated for potential hazards
  • Maintenance procedures are followed
  • Appropriate disinfectants are selected, mixed and applied correctly
  • Waste products are disposed of in the appropriate manner
  • Stock registers are maintained

    Foundational competence
  • Reasons for selecting particular material and equipment are provided
  • The ways in which particular material and equipment are used is explained
  • Consequences of not following safety and hygiene procedures are explained
  • Examples of hazards and ways of avoiding them are provided

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances 

  • SPECIFIC OUTCOME 2 
    Follow safety and hygiene procedures. 
    OUTCOME NOTES 
    For example:
  • Wear protective clothing
  • Observe appropriate distance from enclosure
  • Personal safety
  • Personal hygiene
  • Disinfecting procedures
  • Public safety / Occupational safety
  • Report irregularities 

  • 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 learners 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 learner 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 learner 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 relevant simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 (e.g.: 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 learners 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.

    In particular, assessors should check for the following:

    Practical competence
  • Correct cleaning materials and equipment are selected
  • Materials and equipment are used correctly
  • Cleaning is done in an appropriate manner
  • Safety and hygiene procedures are adhered to
  • Reporting procedures are followed
  • Facilities are evaluated for potential hazards
  • Maintenance procedures are followed
  • Appropriate disinfectants are selected, mixed and applied correctly
  • Waste products are disposed of in the appropriate manner
  • Stock registers are maintained

    Foundational competence
  • Reasons for selecting particular material and equipment are provided
  • The ways in which particular material and equipment are used is explained
  • Consequences of not following safety and hygiene procedures are explained
  • Examples of hazards and ways of avoiding them are provided

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances. 

  • SPECIFIC OUTCOME 3 
    Evaluate and maintain area of responsibility within facility. 
    OUTCOME NOTES 
    For example:
  • Identify potential hazards
  • Man-hole covers
  • Splintered wood, nails and broken wire etc.
  • Unsafe areas
  • Slippery surfaces
  • Electrical cables and connections
  • Railings
  • Sick animals
  • Escaped animals
  • Water, blocked drains and leaking pipes
  • Aesthetics 

  • 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 learners 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 learner 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 learner 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 relevant simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 (e.g.: 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 learners 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.

    In particular, assessors should check for the following:

    Practical competence
  • Correct cleaning materials and equipment are selected
  • Materials and equipment are used correctly
  • Cleaning is done in an appropriate manner
  • Safety and hygiene procedures are adhered to
  • Reporting procedures are followed
  • Facilities are evaluated for potential hazards
  • Maintenance procedures are followed
  • Appropriate disinfectants are selected, mixed and applied correctly
  • Waste products are disposed of in the appropriate manner
  • Stock registers are maintained

    Foundational competence
  • Reasons for selecting particular material and equipment are provided
  • The ways in which particular material and equipment are used is explained
  • Consequences of not following safety and hygiene procedures are explained
  • Examples of hazards and ways of avoiding them are provided

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances 

  • SPECIFIC OUTCOME 4 
    Mix and apply appropriate disinfectants. 
    OUTCOME NOTES 
    For example:
  • Choose appropriate chemicals
  • Correct concentrations
  • Safety precautions
  • Correct application procedure
  • Personal protective equipment. 

  • 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 learners 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 learner 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 learner 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 relevant simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 (e.g.: 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 learners 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.

    In particular, assessors should check for the following:

    Practical competence
  • Correct cleaning materials and equipment are selected
  • Materials and equipment are used correctly
  • Cleaning is done in an appropriate manner
  • Safety and hygiene procedures are adhered to
  • Reporting procedures are followed
  • Facilities are evaluated for potential hazards
  • Maintenance procedures are followed
  • Appropriate disinfectants are selected, mixed and applied correctly
  • Waste products are disposed of in the appropriate manner
  • Stock registers are maintained

    Foundational competence
  • Reasons for selecting particular material and equipment are provided
  • The ways in which particular material and equipment are used is explained
  • Consequences of not following safety and hygiene procedures are explained
  • Examples of hazards and ways of avoiding them are provided

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances. 

  • SPECIFIC OUTCOME 5 
    Dispose of waste as prescribed by the organisation. 
    OUTCOME NOTES 
    For example:
  • Biological waste procedures
  • Dead animals
  • Chemical waste
  • Medical waste
  • Recycling procedures (e.g. glass, paper, cans, foods and fuels)
  • Composting
  • Applicable legal aspects 

  • 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 learners 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 learner 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 learner 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 relevant simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 (e.g.: 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 learners 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.

    In particular, assessors should check for the following:

    Practical competence
  • Correct cleaning materials and equipment are selected
  • Materials and equipment are used correctly
  • Cleaning is done in an appropriate manner
  • Safety and hygiene procedures are adhered to
  • Reporting procedures are followed
  • Facilities are evaluated for potential hazards
  • Maintenance procedures are followed
  • Appropriate disinfectants are selected, mixed and applied correctly
  • Waste products are disposed of in the appropriate manner
  • Stock registers are maintained

    Foundational competence
  • Reasons for selecting particular material and equipment are provided
  • The ways in which particular material and equipment are used is explained
  • Consequences of not following safety and hygiene procedures are explained
  • Examples of hazards and ways of avoiding them are provided

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances. 

  • SPECIFIC OUTCOME 6 
    Maintain and request stocks. 
    OUTCOME NOTES 
    For example:
  • Basic applicable legal aspects
  • Keep records
  • Follow operational procedures 

  • 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 learners 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 learner 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 learner 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 relevant simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 (e.g.: 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 learners 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.

    In particular, assessors should check for the following:

    Practical competence
  • Correct cleaning materials and equipment are selected
  • Materials and equipment are used correctly
  • Cleaning is done in an appropriate manner
  • Safety and hygiene procedures are adhered to
  • Reporting procedures are followed
  • Facilities are evaluated for potential hazards
  • Maintenance procedures are followed
  • Appropriate disinfectants are selected, mixed and applied correctly
  • Waste products are disposed of in the appropriate manner
  • Stock registers are maintained

    Foundational competence
  • Reasons for selecting particular material and equipment are provided
  • The ways in which particular material and equipment are used is explained
  • Consequences of not following safety and hygiene procedures are explained
  • Examples of hazards and ways of avoiding them are provided

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances. 


  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate knowledge and understanding of:
  • Different cleaning materials available
  • Importance of using correct materials
  • Functioning of different equipment and chemicals
  • Relevant actions of animals
  • Importance of rectifying hazards
  • Importance of following safety and hygiene procedures
  • Reporting procedures
  • Relevant disposal techniques
  • Maintaining a stock register 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to specific outcomes:
  • Select and use correct cleaning material and equipment.
  • Evaluate and maintain area of responsibility within facility.
  • Mix and apply appropriate disinfectants.
  • Dispose of waste as prescribed by the organisation. 

  • UNIT STANDARD CCFO WORKING 
    Team work relates to specific outcomes:
  • Select and use correct cleaning material and equipment.
  • Follow safety and hygiene procedures. 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to specific outcomes:
  • Select and use correct cleaning material and equipment.
  • Follow safety and hygiene procedures.
  • Evaluate and maintain area of responsibility within facility.
  • Mix and apply appropriate disinfectants.
  • Dispose of waste as prescribed by the organisation.
  • Maintain and request stocks 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes:
  • Select and use correct cleaning material and equipment.
  • Follow safety and hygiene procedures.
  • Evaluate and maintain area of responsibility within facility.
  • Mix and apply appropriate disinfectants.
  • Dispose of waste as prescribed by the organisation.
  • Maintain and request stocks 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcomes:
  • Select and use correct cleaning material and equipment.
  • Follow safety and hygiene procedures.
  • Evaluate and maintain area of responsibility within facility.
  • Mix and apply appropriate disinfectants.
  • Dispose of waste as prescribed by the organisation.
  • Maintain and request stocks. 

  • UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to specific outcomes:
  • Select and use correct cleaning material and equipment.
  • Follow safety and hygiene procedures.
  • Evaluate and maintain area of responsibility within facility.
  • Mix and apply appropriate disinfectants.
  • Dispose of waste as prescribed by the organisation.
  • Maintain and request stocks. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to specific outcomes:
  • Evaluate and maintain area of responsibility within facility.
  • Mix and apply appropriate disinfectants.
  • Dispose of waste as prescribed by the organisation. 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to specific outcomes:
  • Select and use correct cleaning material and equipment.
  • Follow safety and hygiene procedures.
  • Evaluate and maintain area of responsibility within facility.
  • Mix and apply appropriate disinfectants.
  • Dispose of waste as prescribed by the organisation.
  • Maintain and request stocks. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Values

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
  • The value of the facility within the field of natural resource management and to society
  • Protection and preservation of natural resources
  • The role captive facilities play in terms of general environmental education
  • Ecological and social rights, benefits and responsibilities
  • Empathy towards living natural resources

    Supplementary information
    The learner should have achieved ABET Level 4 numeracy and life skills. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48433   National Certificate: Conservation: Species Care in Controlled Environments  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Elective  49605   National Certificate: Environmental Practice  Level 2  NQF Level 02  Reregistered  2023-06-30  LG 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. A4 Consultancy CC 
    2. ABA Sebenzi 
    3. ABEMS Training Institute (PTY) Ltd. 
    4. Agisanang SA Training 
    5. Alpha Business Consultants 
    6. Amabamba Recruitment 
    7. Atlegang Training Consulting 
    8. AVAX SA 481 CC. T/A Mandisa Development Services 
    9. Azitjhewi Construction 
    10. Bantubanye Skills 
    11. Big Start Training and Development 
    12. Bikologix Projects 
    13. Boikgantsho Consulting & Events 
    14. Boni Africa Events & Development 
    15. Buena Vista Learning Academy 
    16. Bull's Business and Skills Training Institute 
    17. Classic Human Capital Solutions 
    18. Colgene Group 
    19. Cre8ive Organisational Development 
    20. CTC College(PTY) LTD. 
    21. Dean Institute Of Learning (Pty) Ltd 
    22. Dee's Training (PTY) LTD 
    23. Ditirelo Skills Development Services 
    24. Edutraining Business College 
    25. Ekurhuleni West Public FET College - Germiston Campus 
    26. ELASON PRO-ACTIVE SECURITY (PTY) LTD 
    27. Elective Training Institute Enterprise CC 
    28. Environmental Leadership Academy 
    29. Essential Skills 
    30. Fire Protection Association of Southern Africa 
    31. Glere Skills and Consultants 
    32. Globalwise Training & Consulting (PTY) Ltd. 
    33. Goitsikitso Enterprise Trading 
    34. Growth Management Consulting 
    35. HDPSA 
    36. Heavenly Button Trading CC 
    37. Heros Fire Protection Services cc 
    38. Hlombe and Associates 
    39. HS GLOBAL SKILLS BUSINESS SOLUTIONS 
    40. Icando 
    41. Ilinge Labantu Debt Solution 
    42. Institute for Local Government and Housing 
    43. Institute of Health and Social Care Studies 
    44. IQ Skills Academy (PTY) LTD. 
    45. ITO Focus Reagile 
    46. Jobafrik Consulting 
    47. Jomash Construction 
    48. Josmap Training Institute 
    49. Kalideen Management 
    50. Kernel Management and Consulting (PTY) LTD. 
    51. Kgolo Institute 
    52. Khula Nonke Training & Development 
    53. KNOWLEDGE PRODUCTION 
    54. Kokilesedi Trading 
    55. Kuyakhula Development Initiatives 
    56. Leronsa Trading Enterprise 
    57. Letlhokoa Management Services CC 
    58. Lizwa Ntlabati Trading CC 
    59. M.I.C. Training and Development 
    60. Mahayi HRD Services cc 
    61. Makavila Suppliers CC. 
    62. Mangalani Business Enterprises 
    63. Marcado Human Resources Strategies 
    64. MashMP Holdings 
    65. Mashphe Logistics Services 
    66. Mazasa Management Consulting CC. 
    67. Mcebo Technologies 
    68. Mestel Training Solutions (Pty) Ltd 
    69. Mgwezane Training and Events Management CC. 
    70. Miczo's Enterprise 
    71. Misol Projects cc 
    72. Mission Point Consulting 
    73. MML Consulting CC. 
    74. Mod-Mosh Projects and Consulting (PTY) LTD 
    75. Multiple Productive Management Solutions 
    76. Networx for Career Development 
    77. NJ & L Trading Enterprise CC. 
    78. Nkqubela Community Developers 
    79. NS Global Academy 
    80. Nsuku Management Consultants 
    81. Ntsangalala Business Enterprise 
    82. Nyankwavi Investment CC. 
    83. OMNI HR CONSULTING PTY LTD 
    84. Pebetse Training and Consulting 
    85. Pioneer Business Consulting 
    86. PMA Holdings (PTY ) LTD. 
    87. Power Rush Trading 170 CC. 
    88. Powernexus 
    89. Puseletso Trading and Projects 
    90. Quick Leap Investment 
    91. RLSTP Training & Development (PTY) LTD. 
    92. Seige Trading Solutions 
    93. Senelo Trading CC 
    94. Siljeur Training Academy 
    95. SmartMatta (Pty) Ltd 
    96. Spring Forest Trading 578 CC 
    97. STARPLEX 408 CC 
    98. Talent Emporium Academy (PTY) Ltd 
    99. Thando Consulting Services 
    100. The Crimson CO CC. 
    101. Thembeni Skills Development Trading and Projects 
    102. Thothi Consulting 
    103. Thubelihle Graduate Institute 
    104. TLD Consulting 
    105. Township Fire and Rescure (Pty) Ltd 
    106. Tshedza Training Technologies (Pty) Ltd 
    107. Tshisimani Holdings (PTY) Ltd. 
    108. Tshwane Skills Training Centre 
    109. Twin Peak Technologies 
    110. Ukhamba Quality Skills 
    111. Umfolozi FET College 
    112. University of Venda 
    113. Vicmat Consultants 
    114. Wildlife and Enviroment Society of South Africa 
    115. XL AT Consulting CC 
    116. Ya Hina Management Consulting and projects 



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