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: 

Read/view and respond to a range of text types 
SAQA US ID UNIT STANDARD TITLE
119640  Read/view and respond to a range of text types 
ORIGINATOR
SGB GET/FET Language and Communication 
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
ABET Level 4  Regular-Fundamental  Level 1  NQF Level 01 
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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
12469  Read and respond to a range of text types  Level 1  NQF Level 01  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard will enable learners to read or view a number of different kinds of texts developed for different purposes, audiences and contexts. Learners will understand how language is used to convey meaning, and to shape people`s views and relationships. Learners will be able to find, sort and use information through reading/viewing. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Listening, Speaking/Signing, Reading/Viewing and Writing skills at ABET 3 or equivalent. 

UNIT STANDARD RANGE 
This standard covers written/signed and visual texts appropriate to the needs and interests of learners, including narrative, persuasive, factual, everyday information, practical and visual texts as well as multimedia.

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

Notes on range:

Contexts include:
  • Civil society
  • Literary contexts
  • Media contexts
  • Gender and race contexts
  • Historical, social and political contexts
  • Institutional contexts
  • Workplace/industry contexts
  • Personal relations and interpersonal relations.

    Content includes:
  • Knowledge (eg related to social conditions, human experiences, human rights, workplace issues, learning experiences)
  • Aesthetics (eg appreciation of the artistic elements, innovative use of language in consumer society (eg slogans, logos, marketing techniques)
  • Relationships (eg workplace interactions, group interactions, personal interactions, social sensibility, power relations) > Emotions (eg sympathy, empathy, identification, rejection) Text types include: Written/signed and visual texts at this level include narrative, persuasive, factual and everyday/information texts; texts may be of mixed types.

    Text types include: Written/signed and visual texts at this level include narrative, persuasive, factual and everyday/information texts; texts may be of mixed types. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use reading/viewing strategies appropriately and effectively. 
    OUTCOME RANGE 
    Reading strategies include skimming, scanning, previewing, predicting, summarising, reading/viewing for detail etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Main message of text is extracted. 

    ASSESSMENT CRITERION 2 
    Reading strategies appropriate to the text and task are chosen and used. 

    ASSESSMENT CRITERION 3 
    Meaning of unfamiliar vocabulary is inferred through the use of context clues and word attack skills/sign analysis. 

    ASSESSMENT CRITERION 4 
    Reading/viewing for detail is done. 

    ASSESSMENT CRITERION 5 
    Specific information is found using basic referencing skills (eg numbering). 

    ASSESSMENT CRITERION 6 
    Relationships between parts of words/signs, phrases or sentences (eg cause and effect) are used to understand the text. 

    ASSESSMENT CRITERION 7 
    Text features (eg register, tone, etc) are identified and explained (eg mismatch between tone and content). 

    ASSESSMENT CRITERION 8 
    Translation into other languages is used where helpful and appropriate. 

    SPECIFIC OUTCOME 2 
    Identify the purpose, audience and context of texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Likely purpose of text is identified. 

    ASSESSMENT CRITERION 2 
    Reason is given for identification of purpose. 

    ASSESSMENT CRITERION 3 
    Likely intended audience(s) of text is/are identified. 

    ASSESSMENT CRITERION 4 
    Likely source of text is identified. 

    ASSESSMENT CRITERION 5 
    Text is interpreted in light of the purpose, audience, context and source. 

    ASSESSMENT CRITERION 6 
    The possible cultural and social context in which the text was produced is inferred from contextual clues (eg historical period shown by vocabulary). 

    SPECIFIC OUTCOME 3 
    Engage with meaning and organisation in texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Main ideas, topics, messages or themes are identified in a text. 

    ASSESSMENT CRITERION 2 
    Surface/literal content is found, recalled, paraphrased or summarised as required. 

    ASSESSMENT CRITERION 3 
    Understanding of how text is organised is used to extract meaning (introductions and conclusions, sequence of ideas and events, statements and supporting evidence such as examples or illustrative points, opinions and supporting points, linking words/signs or phrases etc). 

    ASSESSMENT CRITERION 4 
    Statements and supporting evidence (eg examples, illustrations) are identified. 

    ASSESSMENT CRITERION 5 
    Information is selected according to need. 

    ASSESSMENT CRITERION 6 
    Information is categorised to suit particular purpose. 

    SPECIFIC OUTCOME 4 
    Show a critical awareness of language usage in texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The writer`s/signer's opinions and emotions are identified. 

    ASSESSMENT CRITERION 2 
    Evidence from the text is given to support identification. 

    ASSESSMENT CRITERION 3 
    Fact, fiction and opinions are identified and distinguished. 

    ASSESSMENT CRITERION 4 
    Inferences are made from texts (eg misleading or contradictory information is identified, the omission of necessary information is noted, meanings not directly stated are noted). 

    ASSESSMENT CRITERION 5 
    Possible reasons are given to explain why misleading or contradictory information is given, why opinions are presented as fact, or why relevant information is omitted. 

    ASSESSMENT CRITERION 6 
    Manipulative (eg emotive language, gestures or tone, rhetorical devices), biased (eg use of stereotypes or subjective opinion presented as fact), or ideologically driven (eg use of political jargon, overt value statements) uses of language are identified. 

    ASSESSMENT CRITERION 7 
    Own opinion on a text is given and justified. 

    SPECIFIC OUTCOME 5 
    Identify and respond to aesthetic, emotive, cultural and social aspects of texts. 
    OUTCOME RANGE 
  • Aesthetic texts include poetry, short literary texts or extracts, folklore, creative advertising, creative multi-media texts,signed narrative.
  • Emotive texts include advertisements, speeches/presentations, persuasive texts, texts dealing with emotive issues.
  • Cultural and social texts include texts dealing with cultural and social issues, texts dealing with attitudes towards language and language varieties, texts dealing with power relations between different languages and language varieties. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Literary and stylistic devices are identified (eg symbolism, rhyme, rhythm, poetic devices). 

    ASSESSMENT CRITERION 2 
    The effects of literary and stylistic devices are discussed with supporting evidence. 

    ASSESSMENT CRITERION 3 
    Emotive language in texts is identified and discussed. 

    ASSESSMENT CRITERION 4 
    Cultural and social values (eg cultural context) in a text are identified and explored. 

    ASSESSMENT CRITERION 5 
    Attitudes expressed in texts towards languages and language varieties are identified and discussed. 

    SPECIFIC OUTCOME 6 
    Understand the use of conventions and structures in texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Type of text (formal, informal, factual, persuasive, narrative, practical etc) and genre (poem, advertisement, article etc) are identified. 

    ASSESSMENT CRITERION 2 
    Format (report, letter, CV, dialogue, signed narrative, etc) and its functions are identified. 

    ASSESSMENT CRITERION 3 
    Layout features and their functions are recognised. 

    ASSESSMENT CRITERION 4 
    Grammatical structures are identified and used to extract meaning (effect of tense on meaning; use of passive or active voice, etc). 

    ASSESSMENT CRITERION 5 
    Structuring devices, typographical, graphic or visual features (table of contents, indices, graphs, titles, headings and sub-headings, captions, use of paragraphs etc) are recognised and used to extract meaning. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:

    Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

    Moderation Options:

    The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Learners can understand and explain that languages have certain features and conventions, which can be manipulated. Language has aesthetic, affective, cultural, social and political dimensions. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes. 

    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 reading/viewing skills and accessing written/signed information to decode and make meaning individually and in groups.

    Reflect on and explore a variety of strategies to learn more effectively:
    reading/viewing skills include reading/viewing for meaning and processing information which are essential strategies for learning.

    Explore education and career opportunities: reading/viewing skills at this level enable access to information on such opportunities, and provide the foundation for successful engagement in such opportunities.

    Develop entrepreneurial opportunities: reading/viewing and signing skills at this level enable access to information on such opportunities, and provides the foundation for successful engagement in such opportunities. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: using reading,viewing and signing to inform 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 growing language capability across language applications and fields of study. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: language makes it possible for people to access and use scientific and technological information and applications. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of related systems: through using language to explore and express links, and exploring a global range of contexts and texts. Be culturally and aesthetically sensitive across a range of social contexts: reading/viewing enhances understanding and discussion of such issues. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Participate as responsible citizens in the life of local, national and global communities: reading/viewing skills enable people to participate effectively in such processes. 

    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. 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.
  • At this level some errors are acceptable, as long as these do not obscure the meaning conveyed by the learner. Assessors must use professional judgement in evaluating competence.
  • 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 programme 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 candidate is able to perform in the real 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 task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.
  • All assessments should be conducted in line with the following well documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Evidence can be gathered through a range of assessment methods: external written assessments; internal, ongoing assessment of tasks; portfolio of continuous assessment tasks; assignments and projects; informal assessment through debate and discussion; oral/signed work; etc. 

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

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 12469,'Read and respond to a range of text types',ABET Level 4, 6 Credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  71751   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  61755   General Education and Training Certificate: Business Practice  Level 1  NQF Level 01  Reregistered  2023-06-30  SERVICES 
    Fundamental  66029   General Education and Training Certificate: Chemical Operations  Level 1  NQF Level 01  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  50584   General Education and Training Certificate: Clothing Manufacturing Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  FPMSETA 
    Fundamental  58493   General Education and Training Certificate: Equine and Equestrian Practices  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Fundamental  58026   General Education and Training Certificate: Food and Beverage Handling Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  FOODBEV 
    Fundamental  50225   General Education and Training Certificate: General Forestry  Level 1  NQF Level 01  Reregistered  2023-06-30  FPMSETA 
    Fundamental  57829   General Education and Training Certificate: Grain Handling Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Fundamental  65969   General Education and Training Certificate: Human Settlements Development  Level 1  NQF Level 01  Reregistered  2023-06-30  CETA 
    Fundamental  57937   General Education and Training Certificate: Hygiene and Cleaning  Level 1  NQF Level 01  Reregistered  2023-06-30  SERVICES 
    Fundamental  66269   General Education and Training Certificate: Lumber Milling  Level 1  NQF Level 01  Reregistered  2023-06-30  FPMSETA 
    Fundamental  58267   General Education and Training Certificate: Mining and Minerals Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  MQA 
    Fundamental  59300   General Education and Training Certificate: Transport  Level 1  NQF Level 01  Reregistered  2023-06-30  TETA 
    Fundamental  58760   National Certificate: Rock Breaking Underground Hard Rock  Level 3  NQF Level 03  Reregistered  2023-06-30  MQA 


    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. Adcorp Technical Training 
    2. African Dream Campus 
    3. Andebe Training and Skills Development 
    4. ANGLOGOLD ASHANTI LTD (V/R) 
    5. AQUILA TRAINING 
    6. Aranda Learnership College (Pty) Ltd 
    7. Aranda Textile Mills Pty Ltd 
    8. ASSMANG LTD 
    9. Babina Tlou Trading and Projects cc 
    10. BAFOKENG RASIMONE MANAGEMENT SERVICES PTY LTD 
    11. BANA BA THARI MINING TRAINING AND DEVELOPMENT ACADEMY (PTY) LTD 
    12. Barberton Mines (pty) Ltd 
    13. Barloworld Transport Solutions 
    14. Boland College Head Office 
    15. Bontham Training & Agricultural Consultants 
    16. Bosasa Youth Development Centres (Pty) Ltd 
    17. CAPE COLLEGE 
    18. CAROLINE'S FASHION ENTERPRISE 
    19. Cedars Academy for Technical 
    20. CHAMDOR DRIVER TRAINING CC 
    21. CMO Logistics Pty Ltd 
    22. Coalition Trading 1238 cc 
    23. Concor Projects (pty) Ltd 
    24. Contra-Lit Pty Ltd 
    25. Cre8tion Projects 6 PTY LTD 
    26. CULLINAN DIAMOND MINE (PTY) LTD 
    27. DIONYSUS SKILLS DEVELOPMENT INITIATIVE PTY LTD 
    28. Donnybrook Education & Training College (Pty) Ltd 
    29. DWARSRIVER CHROME MINE (PTY) LTD 
    30. EASTERN PLATINUM LIMITED 
    31. Ebotse Development and Training Centre 
    32. Eddels Shoes Pty Ltd 
    33. Edutel Wholesale & Retail Academy 
    34. Ehlanzeni TVET College 
    35. Elimofo Trading& Projects 
    36. ENB Training Service 
    37. ERGO BUSINESS DEVELOPMENT ACADEMY 
    38. EVANDER GOLD MINES LTD - KINROSS DIVISION 
    39. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    40. FFA Operations cc/Working On Fire 
    41. FOSKOR Pty Ltd 
    42. Fundisa Zonke Training Academy 
    43. Glencore Operations South Africa (PTY) LTD - Eastern Mines 
    44. Glicam Trading Enterprise 
    45. Golden Ratio College (Pty) Ltd 
    46. GPR Training Academy (Pty) Ltd 
    47. Grinaker LTA Mining 
    48. Guest Resource Services (Pty) Ltd 
    49. HARMONY GOLD MINING COMPANY LIMITED 
    50. He and She Driver Training Centre 
    51. HLUVUKA TRAINING AND CONSULTING 
    52. I Care Resource Centre 
    53. Ideal Method Trading & Projects 
    54. Impala Platinum Limited 
    55. IMPALA PLATINUM LIMITED - RUSTENBURG 
    56. Impela Trading cc 
    57. Imperial Logistics & Transport A Div Of Imper 
    58. Innovative Shared Services 
    59. Jeppe College of Commerce and Computer Studies 
    60. KHUTALA COLLIERY 
    61. KINGSBURY INTERNATIONAL COLLEGE SA (PTY) LTD (Middelburg)(TP) 
    62. KINGSBURY INTERNATIONAL COLLEGE SA PTY LTD 
    63. KITSO TRAINING AND DEVELOPMENT SERVICES 
    64. Kumba Sishen HRD Centre 
    65. Kwamahlati Training Services cc 
    66. KWEM Management Solutions 
    67. Learning Exchange Pty (Ltd) 
    68. Legal Environment Safety & Health Requirements cc 
    69. Leronsa Trading Enterprise 
    70. Letaba TVET College 
    71. Lomkhethi Trading Enterprise 
    72. Longata Consultant 
    73. Maab Training Management ( Pty) Ltd 
    74. Makwedeng Training 
    75. MANCAS CONSULTANCY CC 
    76. Marematlou Training Institute 
    77. MARGER TRAINING AND PROTERTIES (PTY) LTD 
    78. Marula PLATINUM (PTY) LTD 
    79. Mathome Training & Development 
    80. MATLA COLLIERY 
    81. MESSINA PLATINUM MINES 
    82. MFISA 
    83. MINERAL MINING TRAINING INSTITUTE (PTY) LTD 
    84. MODIKWA PLATINUM MINE 
    85. Morongwa Consulting Services (Pty) Ltd 
    86. Motheo FET College - Central Office 
    87. MPACT 
    88. MURRAY & ROBERTS CEMENTATION PTY LTD 
    89. NDIMASE TRADING 
    90. New Business Initiative Management Consultancy 
    91. Ngaphakathi Investments 
    92. Nikwe Trading (Pty) Ltd 
    93. NKOMATI MINE 
    94. Nkulungwane General Trader cc 
    95. NORTHAM PLATINUM LIMITED 
    96. NORTHLINK COLLEGE 
    97. Northlink College - Protea Campus 
    98. NOSA LOGISTICS PTY LTD 
    99. Operational Process Improvements (Pty) Ltd 
    100. OSR Trading 
    101. P and R Development and Training (Pty) Ltd 
    102. Palabora Copper Pty Ltd 
    103. Platorand Training Centre 
    104. Positive Thinking Consultants CC 
    105. PRETORIA PORTLAND CEMENT CO_LTD (HEAD OFFICE) 
    106. Prisma Training Solutions 
    107. Production Management Institute (PMI) 
    108. Professional Development and Training Institute (Pty) Ltd 
    109. Project Literacy 
    110. Rally Business Consulting PTY LTD 
    111. Rand Uranium (Pty) Ltd 
    112. Rekopane Training Centre CC 
    113. Retshetse Training Project 
    114. Roll On Labels Pty Ltd 
    115. RUBICON COMMUNICATIONS 
    116. Russel Meaker cc 
    117. SAFETY TRAINING PRACTITIONERS PTY LTD 
    118. SAMANCOR EASTERN CROME MINES 
    119. SASOL GLOBAL LEARNING 
    120. Sea Harvest Corporation (Pty) Ltd 
    121. Sekhukhune FET College - Central Office 
    122. SENZEKO EXECUTIVE RISK CC 
    123. SEOPOSENGOE TRAINING CONSULTANCY CC 
    124. SETSMOL ENTERPRISE CC 
    125. Sew Africa Training Centre 
    126. Sewing Industry Technical Training Cc 
    127. SHEET PLASTIC MARKETING CC 
    128. Sheet Plastic Pty Ltd 
    129. SIBANYE GOLD ACADEMY PROPRIETARY LIMITED 
    130. Sibanye Gold Limited - Beatrix division 
    131. Sibanye Gold Limited - Kloof division 
    132. SIMAMA Training and Business Services 
    133. Siyaloba Training Academy 
    134. Skills for All (POTCHEFSTROOM) (TP) 
    135. Skills For Life 
    136. Solar Salt 
    137. South Africa Advanced Skills Institute (Pty) Ltd 
    138. South African Advanced Skills Institute 
    139. South African Forestry Training College 
    140. South Cape Public FET College - George Campus 
    141. Southern African Institute of Learning (SAIL) 
    142. Staffing Logistics 
    143. Striving Mind Trading & Projects 
    144. Sunrise Skills Training 
    145. Talent Sculpure Academy (Pty) Ltd 
    146. Technology Risk Solutions 
    147. Tembe Service Providers 
    148. THANDEKA VOCATIONAL EDUCATIONAL TRUST (PTY) LTD 
    149. Tiriso Investments 
    150. TOBAKA LOGISTICS 
    151. Training Force 
    152. Triton Training and Development 
    153. True Ruby Trading 1021 cc 
    154. TSHEPO RECRUITMENT MINNING(PTY)LTD 
    155. Tshwane North College 
    156. TWO RIVERS PLATINUM (PTY) LTD 
    157. Ubucubu Home Industries 
    158. Umbuso Training Services 
    159. Umgungundlovu FET College - Central Office 
    160. VEB CELE & Associates (Pty) Ltd 
    161. VENETIA MINE 
    162. Vicmat Consultants 
    163. Vijay Bhagwan Consultancy and Solutions cc 
    164. Western Cape Clothing and Textiles Service Centre 
    165. WESTERN PLATINUM KAREE MINE 
    166. WESTERN PLATINUM MINE 
    167. XSTRATA COAL 
    168. XTRACT TRAINING SERVICES (PTY) LTD 
    169. Yangantle Trading 
    170. York Timbers Pty Ltd 
    171. ZUCRO PROJECT CC 



    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.