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: 

Use language and communication strategies for vocational and occupational learning 
SAQA US ID UNIT STANDARD TITLE
115791  Use language and communication strategies for vocational and occupational learning 
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 
The purpose of this unit standard is to facilitate learning through improving communication skills and to ensure that learners are able to cope with learning in the context of learnerships, skills programmes and other learning programmes. Learning and study strategies and skills are necessary to enable successful progression at this level.

Learners competent at this level will be able to deal with learning materials, to access and use useful resources, to seek clarification and help when necessary, and apply a range of learning strategies. They understand the features and processes of the workplaces, occupations and vocations to which their learning programmes refer through simulated learning activities.

Learners credited with this standard are able to:
  • Formulate and use learning strategies
  • Use and apply occupational and vocational learning materials and resources
  • Conduct research and submit recommendations
  • Lead and function effectively in a team and as an individual
  • Identify the characteristics of the workplace and evaluate the specific needs of the occupational and/or vocational context. 

  • 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:
  • Use language and communication in occupational learning programmes. 

  • UNIT STANDARD RANGE 
    Range statement

    Learning materials appropriate to the learners in a given workplace context, eg simulation of a hospitality reception area. Specific range statements are provided in the body of the unit standard where they apply to particular outcomes or assessment criteria.


    Unit standard range
  • Learning strategies include note taking, mind mapping, summarising, check lists, listing, skimming, scanning, prediction, knowledge of form of text types and workplace best practices such as observations, demonstrations and simulations.
  • Manage occupational and vocational learning material such as select appropriate forms of tables, graphs, diagrams, charts to capture information relevant to a variety of workplace functions.
  • Effective use of occupational and vocational learning material, including technological devices, will be evident when the learner applies gained knowledge and skills in the field of study.
  • Research will include identifying needs, accessing information from workplace related resources using technological and other devices, processing the information in order to make recommendations.
  • Learning is evident when a learner is able to recognise and evaluate the features of the occupational environment and the workplace.
  • Functioning in a team is evident when a learner is able to work independently and be accountable for own input as well as to work meaningfully in a team applying group dynamic skills. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Formulate and use learning strategies. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Appropriate learning strategies are identified and applied. 
    ASSESSMENT CRITERION RANGE 
    Group activities such as brainstorming, group analysis, peer and self-assessment, probing, mind maps, note taking, memorising, key words, underlining, skimming and scanning.
     

    ASSESSMENT CRITERION 2 
    Information is evaluated, summarised and used in the learning process. 

    ASSESSMENT CRITERION 3 
    Answers to relevant questions show evidence of synthesis and contextualisation. 
    ASSESSMENT CRITERION RANGE 
    Checking understanding, clarifying meaning, accessing information, confirm accuracy of information, usage of appropriate information.
     

    ASSESSMENT CRITERION 4 
    Texts are interpreted, analysed and re-organised to assist own learning. 

    SPECIFIC OUTCOME 2 
    Use and apply occupational and vocational learning materials and resources. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Occupational and vocational learning materials are identified, selected, organised and used within the learning context. 
    ASSESSMENT CRITERION RANGE 
    Range of learning materials: videos, internet, texts, handouts, text books, charts, maps, plans, diagrams.
     

    ASSESSMENT CRITERION 2 
    Learning resources are used effectively through appropriate selection and cross- referencing of information and acknowledgement of sources. 
    ASSESSMENT CRITERION RANGE 
    Range of learning sources: resource centres, literature, internet, other people and workplace environment.
     

    ASSESSMENT CRITERION 3 
    Technical language/terminology is evaluated and applied appropriately. 

    SPECIFIC OUTCOME 3 
    Conduct research and submit recommendations. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Appropriate or relevant topic and scope is identified and defined. 

    ASSESSMENT CRITERION 2 
    Research steps are planned and sequenced appropriately. 

    ASSESSMENT CRITERION 3 
    Research techniques are applied. 
    ASSESSMENT CRITERION RANGE 
    Formulate questions, gather information, read/view, interview.
     

    ASSESSMENT CRITERION 4 
    Information is sifted and categorised for relevance. 

    ASSESSMENT CRITERION 5 
    Research findings are analysed and presented with recommendations. 
    ASSESSMENT CRITERION RANGE 
    Reports, research papers, presentations, report backs.
     

    SPECIFIC OUTCOME 4 
    Lead and function effectively in a team and as an individual. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Active leading and participation takes place in-group learning situations. 
    ASSESSMENT CRITERION RANGE 
    Meetings, site/field visits, excursions, discussions, activities, workshops.
     

    ASSESSMENT CRITERION 2 
    Responsibilities in the team are taken up and group work conventions are applied in learning situations. 
    ASSESSMENT CRITERION RANGE 
    Supervision, mentoring, own accountability and rotation of roles: conducting, chairing, recording, and reporting.
     

    ASSESSMENT CRITERION 3 
    Conflict management and negotiating techniques are practised. 
    ASSESSMENT CRITERION RANGE 
    People skills: sensitivity to socio-cultural differences and to the use of manipulative and offensive language, persuasive techniques and mediation skills.
     

    ASSESSMENT CRITERION 4 
    Team work results are demonstrated in meaningful products, outcomes or goals. 
    ASSESSMENT CRITERION RANGE 
    Reaching consensus, completing projects/assignments, managing time and transferring knowledge.
     

    SPECIFIC OUTCOME 5 
    Identify characteristics of workplace, evaluate specific needs of occupational / vocational context. 
    OUTCOME NOTES 
    Identify the characteristics of the workplace and evaluate the specific needs of the occupational and/or vocational context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Features of the occupational environment are described and analysed. 
    ASSESSMENT CRITERION RANGE 
    Range of workplace/occupational/vocational focus: Services, manufacturing, financial, educational, technological.

    Range of organisation type: Government, parastatal, heavy/light industry, large organisation, small
    business.
     

    ASSESSMENT CRITERION 2 
    Ways in which these features affect learning processes and/or applications of learning are described and evaluated. 
    ASSESSMENT CRITERION RANGE 
    Technological resources, communication resources, communication strategies and multilingual needs in relation to necessary client or colleague interaction.
     


    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 essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Learners are unlikely to achieve all the specific outcomes to the standards described in the assessment criteria without knowledge of the listed 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 learner's performance. The following embedded knowledge should be taken into consideration: learners have appropriate computer skills, supervisory and mentoring skills as well as basic research skills. 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: use learning materials and resources, and learning tasks to solve workplace related problems in a practical manner. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: actively lead and participate in teams. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively: through organising of learning materials and completion of tasks/assignments /projects. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: through information research and processing skills. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively about workplace related issues by using visual, mathematical, technical, commercial and language skills. 

    UNIT STANDARD CCFO SCIENCE 
    Understand how to use science and technology effectively and critically: by exploring the appropriate ways of using technological devices in occupational and vocational contexts. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system by exploring workplace contexts and global issues. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself by participating in simulations and other activities that enable understanding of the human condition. 

    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
    Fundamental  80946   National Certificate: Community Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  49257   National Certificate: Conflict Management and Transformation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  PSETA 
    Fundamental  58394   National Certificate: Film and Television Production  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Fundamental  49336   National Certificate: Law Enforcement: Sheriffing  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SAS SETA 
    Fundamental  62069   National Certificate: Radio Production  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Fundamental  61592   National Diploma: Human Resources Management and Practices  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Elective  83446   National Certificate: Electronics  Level 5  NQF Level 05  Reregistered  2023-06-30  MICTS 
    Elective  60549   National Diploma: Aeronautical Information Management Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2016-12-31  TETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. A4 Consultancy CC 
    2. ABA Sebenzi 
    3. AFRICA COMPETENCY DEVELOPMENT (PTY)LTD 
    4. All Access Holdings 
    5. Alpha Business Consultants 
    6. Amaqamu Project Management and Consulting 
    7. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    8. AVAX SA 481 CC. T/A Mandisa Development Services 
    9. Big Fish School of Digital Filmmaking (Pty) Ltd 
    10. Bohlali Provider Support 
    11. Boikgantsho Consulting & Events cc 
    12. Business Management Training College (Pty) Ltd 
    13. Chartall Business College 
    14. Continuing Education For Africa 
    15. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    16. Dabulamanzi & Njabulo Ndaba Consulting cc 
    17. Davest Trading 36 Pty Ltd 
    18. DC Dynamic College of Commerce & Further Training (Pty) Ltd 
    19. Divine Inspiration Trading 704 PTY Ltd 
    20. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    21. eMedia Investment 
    22. Emergence Learning Academy (Pty) Ltd 
    23. Enjo Consultants 
    24. FILM Mentorship & Training 
    25. Footprint Media academy Pty ltd 
    26. GLOBAL BUSINESS SOLUTIONS 
    27. GLOBAL PROSPECTUS TRAINING PTY LTD 
    28. Gotsec Skills Training 
    29. HAGGIE STEEL WIRE ROPE (MEMBER OF SCAW METALS GROUP) (Cleveland) 
    30. Igugu Training and Investments 
    31. Inkwazi Learning Network 
    32. Institute for Local Government and Housing 
    33. IQ Academy (previously known as Fernwood Business College) 
    34. IQ Skills Academy (PTY) LTD. 
    35. Isamon Integrated 
    36. Isamon Vocational College of Excellence Pty Ltd 
    37. Isibani Skills Academy 
    38. Jale Holdings (Pty) Ltd 
    39. JEPHMAG TRADING PTY LTD 
    40. JUSTICE COLLEGE 
    41. Kalideen Management 
    42. Keetileafrika Training Institute 
    43. Kgolo Institute 
    44. Khaas Training Academy 
    45. kitso Interventions 
    46. Lagnita Skills Solutions 
    47. Learnership Support Systems (Pty) Ltd 
    48. Loago Business Consulting 
    49. Lusa Community Chest 
    50. Lusa Social Entrepreneurship Institute 
    51. Maccauvlei Learning Academy 
    52. Mangalani Business Enterprises 
    53. Maqhawe College 
    54. Marcado Human Resources Strategies 
    55. Media Village Communication 
    56. MENTORNET (PTY) LTD 
    57. Mgwezane Training and Events Management CC. 
    58. Mimoisa Business Solutions CC 
    59. Mod-Mosh Projects and Consulting (PTY) LTD 
    60. Mortarboard Training Solutions 
    61. Motheo Training Institute Trust 
    62. MSC Education Holdings Pty Ltd 
    63. NEMISA 
    64. Nkinane Training Institute and Consulting (Pty) Ltd 
    65. OMNI HR CONSULTING PTY LTD 
    66. Organisation Test 1 
    67. Petra institute of Development (PTY) Ltd 
    68. Pitt Institute T/A Imithombo Institute 
    69. Power Rush Trading 170 CC. 
    70. PRIMESERV CORPORATE SOLUTIONS PTY LTD T/A PRIMESERV HR SOLUTIONS 
    71. PRIOR LEARNING CENTRE 
    72. Reflections Development Institute 
    73. Regenesys Management (Pty) Ltd 
    74. Resonance Institue of Learning 
    75. Retshetse Training Project 
    76. Saint Colonel Graduate Institute (PTY) Ltd 
    77. Scan Training Solutions 
    78. Siyashesha Leadership Incubator 
    79. South African Film Institute 
    80. Southern African Institute of Learning (SAIL) 
    81. T & T Appointments 
    82. Tembe Service Providers 
    83. The Institute of People Development 
    84. The Media Workshop cc 
    85. Thobologo Training and Education Group (Pty) Ltd 
    86. Thuto Adult Centre 
    87. Thuto Ya Setshaba Training Services (Pty) Ltd 
    88. TMG Quality Services 
    89. Training Answers 
    90. Ulwazi Training & Development 
    91. Vhutshilo Health And Training Organisation 



    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.