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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Write and present for a wide range of purposes, audiences and contexts 
SAQA US ID UNIT STANDARD TITLE
115790  Write and present for a wide range of purposes, audiences and contexts 
ORIGINATOR
SGB Communication Studies 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 5  Level TBA: Pre-2009 was L5 
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 
This unit standard is intended to promote clear, unambiguous communication. It requires learners to follow a process in writing workplace specific texts. The ability to write plain language will improve the quality of business correspondence and other texts that are specific to a workplace environment. The achievement of this unit standard enables learners to recognise and use effectively textual conventions and features specific to business texts including those that require a particular format and/or specified legislated requirements. They carefully scrutinise their own and others' writing for accuracy, appropriateness and impact on different audiences and contexts. They edit and change where appropriate.

Learners credited with this unit standard are able to:
  • Use writing skills for specific purposes, audiences and contexts.
  • Access, process, re-organise, and synthesise information in order to present it.
  • Use appropriate language conventions, textual features and style for specific workplace purposes.
  • Draft and edit texts. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning: NQF level 4:
  • Write texts for a range of communicative contexts. 

  • UNIT STANDARD RANGE 
    Range Statement

    Write on/present workplace specific and complex topics in a wide range of written, visual, audio-visual and multimedia texts from socio-cultural, learning and workplace contexts.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.


    Unit Standard Range
  • Texts and sources include written, oral, visual, audio-visual and multimedia texts such as recordings, interviews, formal and informal discussions, radio broadcasts, video recordings, advertisements, Internet and graphic illustrations.
  • Workplace related texts include texts specific to a particular function in a business or other context such as sector specific documents, written comparisons of products, explanations, reviews, a wide range of report types, proposals and any other texts used within the specific sector and field of learning.
  • The target audience may include audiences internal to the organisation or external audiences in a wide range of contexts.
  • Identification and research of information requires the learner to access, analyse, evaluate, process, re-organise, synthesise and apply data for specific workplace or other related purposes.
  • Appropriate use of layout includes visual and multimedia presentations, headings, bullets, indexes, numbering and other layout features, appropriate phrasing of headings, and the use of stem/sentences and phrases for bullets.
  • Appropriate planning skills include time management pertaining to the specific purpose of a particular function in a business environment. The steps of the writing process such as planning, writing a first draft, editing, proofreading, final draft and presenting are followed.
  • Language usage in texts should include sector related vocabulary and terminology. Sentences must be meaningful, well structured, concise, unambiguous, clear and functional. Over complex sentence constructions refer to long constructions and the inappropriate use of the passive voice. Grammar, vocabulary, punctuation and language conventions must be appropriate to audience, purpose and context.
  • A variety of presentation formats include presenting the same information in different text formats such as graphs, tables, flow charts and diagrams. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use writing skills for specific purposes, audiences and contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Time management skills are demonstrated in the planning of the text. 

    ASSESSMENT CRITERION 2 
    Texts used in the workplace or other environments are identified for specific transactional functions and an indication is given of the purpose of each text. 

    ASSESSMENT CRITERION 3 
    The narrative voice appropriate to context, purpose and audience must be chosen. 
    ASSESSMENT CRITERION RANGE 
    Passive for scientific writing, adopting a persona for narrative, first person for memos, third person for minute taking or report writing, authorial comment within narrative voice, subjective or objective options, summarising, paraphrasing.
     

    ASSESSMENT CRITERION 4 
    Texts produced demonstrate considered choice of content and justification for inclusion of decisions/incidents/requirements. 

    SPECIFIC OUTCOME 2 
    Access, process, re-organise, and synthesise information in order to present it. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Ideas and information are gathered, organised and explicitly stated in a text. 

    ASSESSMENT CRITERION 2 
    Selection of information in the text is appropriate to purpose, target audience and workplace context. 

    ASSESSMENT CRITERION 3 
    Topic sentences clearly state the main idea of a paragraph and be relevant to the text as a whole. 

    ASSESSMENT CRITERION 4 
    Information and explicit ideas from more than one source are consolidated into a coherent and cohesive, synthesised text. 

    ASSESSMENT CRITERION 5 
    Techniques used in the presentation are appropriate and effective. 
    ASSESSMENT CRITERION RANGE 
    Choice of form of presentation, text type, visual aids, graphics, multimedia effects, design features.
     

    SPECIFIC OUTCOME 3 
    Use appropriate language conventions, textual features and style for specific workplace purposes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Conventions common to a specific workplace are used appropriately. 
    ASSESSMENT CRITERION RANGE 
    Legislation, industry requirements, company policy, electronic correspondence.
     

    ASSESSMENT CRITERION 2 
    Terminology specific to a particular business function is applied. 

    ASSESSMENT CRITERION 3 
    Textual features and style enhance the message and/or purpose. 

    SPECIFIC OUTCOME 4 
    Draft and edit texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A checklist is created to facilitate reflection, editing and checked for accuracy and factual correctness of all information. 

    ASSESSMENT CRITERION 2 
    Information accessed is checked for accuracy, bias, stereo-typing and other possibly offensive details or language. 

    ASSESSMENT CRITERION 3 
    Texts are edited for coherence of ideas and relevance to the focus. 

    ASSESSMENT CRITERION 4 
    Drafts are checked for cohesion and redrafted where necessary. 
    ASSESSMENT CRITERION RANGE 
    Syntax, punctuation, grammar, linking devices, plain accessible language.
     

    ASSESSMENT CRITERION 5 
    Workplace jargon is interpreted and rephrased in plain language or used appropriately in the correct context when the terminology is essential to the understanding of the text. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQAs.

    Moderation Option: The moderation requirements of the relevant ETQAs must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria:

    Learners can understand and explain that language have certain features and conventions which can be manipulated in a workplace environment. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes.

    Learners are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the stated embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the learners' performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. Learners acquire further knowledge of the workplace context, protocol and culture. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading and written activities. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others, in teams and individually: using interactive speech in activities, discussion and research projects. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively through using language. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: fundamental to the process of developing language capability across language applications and fields of study. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, audio-visual and multimedia aids, mathematical, technological, commercial and language skills in formal and informal communications. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: through using language to explore and express links, and exploring a global range of contexts and texts. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself: by engaging with texts that stimulate awareness and development of life skills and the learning process in general and in the workplace. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which Learning Program developers can select. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real workplace situation.

  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques, verbally or written as determined by the assessment situation. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes more than once. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: achievability, measurability, appropriateness, fairness, manageability and integration into work or learning.
  • All assessment should be valid, direct, authentic, sufficient, systematic, open and consistent. 

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

    UNIT STANDARD NOTES 
    Glossary

    Audience:
    The intended reader, listeners, or viewers of a particular text - in planning a piece of writing learners (speakers/writers) must take into consideration the purpose and audience in choosing an appropriate form of writing. Audience also refers to internal audiences, e.g. within the organisation and external audiences, e.g. partnerships - locally and internationally.

    Coherence:
    The underlying logical relationship, which links ideas together. Coherence is to do with ideas and meanings. A paragraph is coherent if all its sentences are connected logically so that they are easy to follow. An essay is coherent if its paragraphs are logically connected and the ideas have a unity, forming a logical whole.

    Cohesion:
    Linking ideas by means of language ( e.g. the grammar or syntax of a sentence or paragraph) - using logical connectors or linking words such as conjunctions, pronouns to hold a paragraph together and give it a linguistic unity.

    Consensus:
    An opinion or position reached by a group as a whole; general agreement or accord.

    Context:
  • That which precedes or follows a word or text and is essential to its meaning;
  • The broader literal, social or cultural environment to which a text (or part of a text) is related and which affects its readers' understanding.

    Conventions:
    Accepted practices or rules in the use of language. Some conventions help convey meaning (e.g. the rules of grammar of a language, punctuation typefaces, capital letters); others assist in the presentation of content (e.g. table of contents, headings, footnotes, charts, captions, lists, pictures, index).

    Creative thinking:
    The process of thinking about ideas or situations in inventive and unusual ways in order to understand them better and respond to them in a new and constructive manner. Learners think creatively in all subject areas when they imagine, invent, alter, or improve a concept or product.

    Critical thinking:
    The process of thinking about ideas or situations in order to understand them fully, identify their implications, and/or make a judgement about what is sensible or reasonable to believe or do.

    Editing:
    The process of correcting grammatical, usage, punctuation, and spelling errors to ensure that the writing is clear and correct. The editing process also includes checking writing for coherence of ideas and cohesion of structure. In media, editing involves the selection and juxtaposition of sounds and images.

    Fluency:
    The word comes from the flow of a river and suggests a coherence and cohesion that
    gives language use the quality of being natural easy to use and easy to interpret.

    Forms of writing:
    Any particular type of text, having specific and distinctive characteristics arising from its purpose, function, and audience.
  • Written forms include narratives (folklore/short stories/novels/dramas), dialogues, sets of instructions, advertisements, editorials, brochures, manuals, agendas and minutes, diary entries, journals, lists, charts, plays, reports, journals, essays, poems and letters
  • Oral forms include conversations, debates, seminars, panel discussions, interviews, role play, monologues, prayers, lectures, negotiations, and speeches
  • Visual genres include photographs, documentaries, travelogues, feature films, soap operas, and cartoons. These can be analysed into more specific genres, for example, feature films could be grouped as westerns, thrillers, dramas, romances, musicals and comedies

    Grammar:
    A description of the structure of a language, particularly the way words and phrases are formed and combined to produce sentences. It takes into account the meanings, functions and organisation of these sentences in the system of the language.

    Graphics:
    A visual representation such as a chart, table, timeline, flowchart, or diagram used to record, analyse, synthesise, and assess information and ideas.

    Implicit meaning:
    Ideas and concepts that are present but stated indirectly.

    Index:
    Something that serves to guide, point out or otherwise facilitate reference such as a table, file or catalogue.

    Inference:
    A conclusion drawn from evidence.

    Information processing:
    A general term for the process by which information is identified, understood, stored, organised, retrieved, combined and communicated to form new knowledge.

    Jargon:
    Speech or writing used by a group of people who belong to a particular trade, profession, or any other group bound together by mutual interest, e.g. the jargon of law, medical jargon. Jargon is useful when used within a trade or profession, but when it is used to exclude listeners/readers from an interaction, it is potentially hurtful or even harmful.

    Key questions:
    There are five common questions that help discover the essential facts: who, what, where, when, and why? In newspaper reports, it is important to cover these questions at the beginning.

    Learnership:
    A coined word used in the place of what was formerly known as apprenticeship. It refers to structured, accredited learning taking place at the workplace. Three parties are involved in a learnership, namely the trainee (learner), the employer and the training provider.

    Mind-map:
    The preparation of a graphic representation of key words.

    Multimedia presentation:
    A work that uses a combination of media to present information and ideas (e.g. a presentation using slides, computer graphics, posters, and video clips).

    Non verbal language/communication:
    Communication without the use of words, which could be done by gestures or signs or could refer to total body language.

    Obfuscation:
    The deliberate use of words/phrases/jargon/idioms that will not be understood by the listener/reader. It is a clouding of the issue to avoid taking responsibility for an action or to confuse the listener into accepting something that should not be lightly accepted.

    Paraphrase:
    A restatement of an idea or text in one's own words.

    Point of view:
    The position of the speaker in relation to the text and audience (eg third-person/first-person).

    Power relations:
    When a particular individual or group dominates. This dominance could be related to gender, race, nationality, politics or language groups. In these unit standards, the focus is on how the use of language (the choice of words) indicates a relationship that is neutral, empowered or disempowered.

    Reading strategies:
    Skills and approaches used before, during and after reading to determine the meaning and increase understanding of a text. Examples are:
  • Scanning:
    A type of reading used to locate a particular piece of information without necessarily attending to other parts of a text;
  • Skimming:
    A type of reading used to identify only the main idea or ideas or to pick out any words in capitals/in italics/underlined, as well as any visuals or font indicators that would help a reader to understand a passage;
  • Sifting:
    Selecting the most important ideas, words, facts or finding only those details relevant to a task or purpose.

    Register:
    Speech variety used by a particular group of people, usually sharing the same occupation or the same interests. A speaker/writer/presenter must choose words/images that are easily understood by the listener/reader/viewer - the pitch must suit the purpose.

    Research:
    Involves a systematic investigation involving the study of materials and sources in order to establish facts and seek out truth. The following stages are involved: selecting a topic, narrowing the focus, locating appropriate resources, gathering information, analysing material and forming conclusions, presenting the information in written and/or oral form, and documenting the sources of information and ideas.

    Rhetorical question:
    A question not asked for information but for dramatic effect. The question is usually either one that does not need an answer, as the issue is self-evident, or one that the speaker/writer proceeds to answer immediately.

    Skills programme:
    Part of a full qualification which must have at least one credit.

    Slang:
    Casual, very informal speech, using expressive but informal words and expressions. Slang is usually related to age or social group rather than to trade or profession (jargon). It is used to stress an identity for those in the know and to exclude those who do not know the terms, for example, words to describe money, grown-ups, police, and activities.

    Syntax:
    The way in which words are arranged to form larger grammatical structures (eg phrases, clauses, and sentences).

    Technical language:
    The terminology used in a field or understood by a trade, profession or group of people, eg in metalworking, the term "pig" means a mould for casting metal. It differs from jargon in being more generally understood and used, for example, by many people rather than a few and it does not have the negative connotations that the word "jargon" carries.

    Text:
    Texts refer to spoken, written, or visual communications, including sign language that communicates meaning to an audience or reader. A text may be considered from the point of view of its structure, context and function.
  • Spoken texts can include:
    Conversations, speeches, interviews, presentations;
  • Written texts can include:
    Business correspondence, magazine and newspaper articles, paragraphs, reports, notices, agendas, memos and scripts;
  • Visual texts can include:
    Photographs, posters, cartoons, advertisements, environmental prints (road signs), maps, diagrams, charts, and films.

    Tone:
    The quality and timbre (distinctive character) of the voice used in speaking; the height of pitch and change of pitch which is associated with the pronunciation of syllables or words and which affects the meaning of the word.

    Topic sentence:
    The sentence that expresses the central idea in a paragraph.

    Voice:
    In writing: a work's distinctive style of expression, personal or impersonal, conveyed through the writer's use of vocabulary, and sentence structure. In oral communication: the quality of sound produced by a speaker. In grammar: a property of verbs (e.g. active and passive voice).

    Writing process:
    The process involved in producing a polished piece of writing. It comprises several stages. The main stages are:
  • Generating ideas
  • Choosing a form of writing to suit the topic, purpose and audience
  • Developing a plan for writing
  • Organising ideas
  • Writing and revising drafts
  • Editing
  • Proofreading
  • Producing and publishing

    Venn diagram:
    Graphs that use circles to present connections and intersections. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  57651   National Certificate: Forensic Science  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SAS SETA 
    Core  64330   National Certificate: Mission Corporate Services Management  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2023-06-30  PSETA 
    Fundamental  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Fundamental  78943   National Certificate: Autotronics  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MERSETA 
    Fundamental  79886   National Certificate: Business Advising  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  61349   National Certificate: Heritage Resource Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  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 
    Fundamental  50438   National Certificate: Immigration Services  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  83026   National Certificate: Information and Communications Technology (ICT) Software Testing  Level 5  NQF Level 05  Reregistered  2023-06-30  MICTS 
    Fundamental  79406   National Certificate: Maintenance Coordination  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  MERSETA 
    Fundamental  50245   National Certificate: Maintenance Coordination  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2010-11-11  TETA 
    Fundamental  79627   National Certificate: Mechatronics  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  MERSETA 
    Fundamental  50334   National Certificate: Occupationally Directed Education Training and Development Practices  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Fundamental  58348   National Certificate: Perishable Produce Export Technology  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Fundamental  58395   National Certificate: Project Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SERVICES 
    Fundamental  50583   National Certificate: Public Service Communication  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  PSETA 
    Fundamental  66189   National Certificate: Quality Management Systems  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SERVICES 
    Fundamental  58840   National Certificate: Submarine Operations  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SAS SETA 
    Fundamental  64929   National Certificate: Vessel Safety Practices  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SAS SETA 
    Fundamental  49419   National Diploma: Business Consulting Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  62610   National Diploma: Copywriting  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  58802   National Diploma: Disability Employment Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SABPP 
    Fundamental  60072   National Diploma: Inspection and Assessment (Non-Metallics)  Level 5  NQF Level 05  Reregistered  2023-06-30  MERSETA 
    Fundamental  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Fundamental  73129   National Diploma: Public Relations Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Elective  58696   National Certificate: Close Protection  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SAS SETA 
    Elective  58394   National Certificate: Film and Television Production  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Elective  66869   National Certificate: Home Affairs Services  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  PSETA 
    Elective  58977   National Certificate: Publishing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 


    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. A5 Competence Evolution 
    2. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    3. Abinet Training and Development 
    4. Academy for Continuous Professional Development 
    5. Academy of People Development (PTY) LTD 
    6. Academy Training Group 
    7. Access Employment Skills & Development Agency 
    8. Accreditation & Training Services 
    9. Advantage Training Services cc 
    10. AFRICA COMPETENCY DEVELOPMENT (PTY)LTD 
    11. Aldabri 106 Institute for Quality (Pty) Ltd 
    12. Amaqamu Project Management and Consulting 
    13. AQUARIUS SKILLS SOLUTION 
    14. Aquila Summa Offensa Responsio Iugales Praestructio (ASORIP) (NPC) 
    15. Assessment & RPL College (Pty) Ltd 
    16. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    17. ATE Solutions (Pty) Ltd 
    18. Big Fish School of Digital Filmmaking (Pty) Ltd 
    19. Bohlali Provider Support 
    20. Boikgantsho Consulting & Events cc 
    21. Bonang Training & Development 
    22. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    23. BPK Trading and Project 
    24. Brain Boosters Business Education (PTY) LTD 
    25. Brainwave Projects 1997 CC 
    26. Breakeven 59(PTY) Ltd 
    27. Bull's Business and Skills Training Institute 
    28. Business Development Unit (PTY)Ltd 
    29. Business Intelligence Trading 48 (PTY) LTD 
    30. Cale Developments 
    31. Chartall Business College 
    32. Colleen Osorio Skills Development Consultancy cc 
    33. Compass Academy of Learning 
    34. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    35. D and D Lwazi Renaissance Research and Development Institute 
    36. D M Management and Consulting 
    37. Dabulamanzi & Njabulo Ndaba Consulting cc 
    38. Dawsons Training Academy (Pty) Ltd (DURBAN) (TP) 
    39. Digital School of Marketing (Pty) Ltd 
    40. Ditshiamiso Business Enterprise cc 
    41. Divine Inspiration Trading 704 PTY Ltd 
    42. Eagles Wings Skills Development Consultants 
    43. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    44. EKHURHULENI SHOOTING AND TRAINING ACADEMY 
    45. eMedia Investment 
    46. Emergence Learning Academy (Pty) Ltd 
    47. Empire Conferencing and Training 
    48. Enjo Consultants 
    49. Environment and Language Education Trust 
    50. Esigangeni General Trading 
    51. FICS Ekurhuleni West 
    52. FIDELITY SECURITY CORPORATE SERVICES CAPE TOWN 
    53. FILM Mentorship & Training 
    54. Footprint Media academy Pty ltd 
    55. Funda Africa Academy (Pty) Ltd 
    56. Future Performance Training and Development 
    57. Fuze Divergency Enterprise2 Pty Ltd 
    58. Gotsec Skills Training 
    59. Hadassah Security Consultants Cc 
    60. HAGGIE STEEL WIRE ROPE (MEMBER OF SCAW METALS GROUP) (Cleveland) 
    61. HEART Solutions 
    62. HRD Performance Consultants 
    63. HRD Training & Consulting 
    64. ICM t/a Institute for Career Management 
    65. Igugu Training and Investments 
    66. Imperial Technical Training Academy (WADEVILLE) (TP) 
    67. IN TUITION 
    68. Inkwazi Learning Network 
    69. Inkwe Sekuriteit Bk 
    70. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    71. Isamon Integrated 
    72. Isamon Vocational College of Excellence Pty Ltd 
    73. Isibani Skills Academy 
    74. Isibani Soluntu Development Trust 
    75. IYAM Investments (Pty) Ltd 
    76. Jale Holdings (Pty) Ltd 
    77. Jeppe College of Commerce and Computer Studies 
    78. JESUA CONSULTANTS (Hartenbos) (WA) 
    79. Josmap Training Institute 
    80. Jothavir Skilling t/a Eduskills Rainbow 
    81. Kapoko Trading Enterprise 5 
    82. Karabo Info Centre and Trading 
    83. Katiso-kuno Consulting 
    84. KBB Training Academy 
    85. Keetileafrika Training Institute 
    86. Kgaka Kgolo Institute 
    87. Kgang-Kgolo Consulting 
    88. Khaas Training Academy 
    89. kitso Interventions 
    90. KITSO TRAINING AND DEVELOPMENT 
    91. Klein Karoo Resource Centre 
    92. Learnership Support Systems (Pty) Ltd 
    93. Learning Performance Link 
    94. Leronsa Trading Enterprise 
    95. Life Projects 
    96. Loago Business Consulting 
    97. M3i Skills Development 
    98. Maccauvlei Learning Academy 
    99. MacMillan South Africa (Pty) Ltd 
    100. Mapheto Business Enterprises t/a MBE 
    101. Matimba Management and Labour cc 
    102. Mawethu Training 
    103. McCarthy Automotive Artisan Academy (MIDRAND) (TP) 
    104. McCarthy Automotive Artisans Academy (PINETOWN) (TP) 
    105. Media Village Communication 
    106. MENTORNET (PTY) LTD 
    107. Mgwezane Training and Events Management CC. 
    108. MIET 
    109. Motheo Training Institute Trust 
    110. Mthimkhulu Skills Development Services 
    111. Mtk Corporation Solutions 
    112. MWG Logistical Services 
    113. National Versatile Training Institute 
    114. Ndzalama Training 
    115. Nero Training Consultants cc 
    116. Netgrow Training Solutions 
    117. Networx for Career Development 
    118. Nkqubela Community Developers 
    119. Nomagwanishe Investments cc 
    120. NOMAKU TRADERS CC 
    121. NS Zonke Management Consultants 
    122. Nsovo Learning Academy 
    123. NTI College 
    124. Ntsangalala Business Enterprise 
    125. OMNI HR CONSULTING PTY LTD 
    126. Opehst Trading 
    127. Organisation Test 1 
    128. Pachi Global Foundation 
    129. Paradise Skills Development 
    130. PC Educational Holdings 
    131. PC Educational Holdings Pty Ltd 
    132. PCS LEARNING SOLUTIONS 
    133. PEAKFORD MANAGEMENT CONSULTING 
    134. Petra institute of Development (PTY) Ltd 
    135. Phakamisa Training Company 
    136. Phangwana Consulting and Training Services 
    137. Pholo Human Capital 
    138. Pitt Institute T/A Imithombo Institute 
    139. PND Academy of Learning cc 
    140. PRIMESERV CORPORATE SOLUTIONS PTY LTD T/A PRIMESERV HR SOLUTIONS 
    141. PRIOR LEARNING CENTRE 
    142. PRO-ACTIVE PUBLIC SERVICES COLLEGE/PTY/LTD 
    143. Professional Development and Training Institute (Pty) Ltd 
    144. QPD CONSULTANTS 
    145. Reflections Development Institute 
    146. Regenesys Management (Pty) Ltd 
    147. Resonance Institue of Learning 
    148. Retshetse Training Project 
    149. S A Skills Solutions (Pty) Ltd 
    150. Saint Colonel Graduate Institute (PTY) Ltd 
    151. SAKHISISIZWE PROJECTS 
    152. Sanchaa Connection 
    153. SANDF COLLEGE OF EDUCATIONAL TECHNOLOGY 
    154. Scan Training Solutions 
    155. SEOPOSENGOE TRAINING CONSULTANCY CC 
    156. SG Coal (Pty) Ltd (TP) 
    157. Sigodi Development Services and Associates (SDS) cc 
    158. Sisazi Consulting 
    159. Sizani Consulting cc 
    160. SKILLS DYNAMICS AFRICA PTY LTD 
    161. Sondela Academy PTY LtD 
    162. South African Film Institute 
    163. Southern African Institute of Learning (SAIL) 
    164. SPS Consulting (Pty) Ltd 
    165. Starplex 489 cc 
    166. STRATEGIC INVESTIGATIONS AND SEMINARS 
    167. T Mabuya & Associates (Pty) Ltd 
    168. TEAM CONSULTANTS CC 
    169. Tembe Service Providers 
    170. The Automobile Association of South Africa NPC T/A The AA Technical College(MIDRAND) (TP) 
    171. The Automobile Association of South Africa T/A AA Training Academy (MO 
    172. The Institute of People Development 
    173. The Iscariota Group (Pty) Ltd 
    174. The Media Workshop cc 
    175. THE SKILLS COLLEGE FOR DEVELOPMENT AND TRAINING(PTY) LTD 
    176. THE SKILLS FACTOR 
    177. The Skills Launchpad 
    178. The Supreme Training Academy 
    179. THINK TWICE 
    180. Thobologo Training and Education Group (Pty) Ltd 
    181. Thuba Segole Bed and Breakfast and Enterprise 
    182. Thuto Adult Centre 
    183. Thuto Ya Setshaba Training Services (Pty) Ltd 
    184. Tinissa Trading 29 PTY Ltd 
    185. TMG Quality Services 
    186. Toyota Academy Toyota SA Motors (Pty) Ltd (SANDTON) (TP) 
    187. Train 2 Teach (PTY) Ltd 
    188. Training Answers 
    189. Trainyoucan 
    190. True Reflection Training and Development cc 
    191. Tsheko-ke-Mokwena Transport and Projects (PTY) Ltd 
    192. Tshepo Hope Consulting 
    193. TSHIRELETSO COMMUNITY CARE CENTRE 
    194. Ulwazi Training & Development 
    195. Umzansi Educational Programs Centre 
    196. VUTLHARI BYA DZONGA CONSULTANTS 
    197. Yellow Media Learning Institute (Pty) Ltd 
    198. Yellow Media Publishers (Pty) Ltd 
    199. Zamsiba Development Consultants 



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