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 THAT HAS PASSED THE END DATE: 

Provide care for babies, toddlers and young children 
SAQA US ID UNIT STANDARD TITLE
244469  Provide care for babies, toddlers and young children 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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 for people who wish to enter or obtain recognition at an entry level of Early Childhood Development (ECD).

People credited with this Unit Standard are capable of:
  • Providing a safe and healthy environment to prevent and reduce injuries and illness.
  • Promoting and maintaining optimal health and nutrition for caregivers and children.
  • Promoting the rights of children.
  • Managing routines and transitions. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in Communication at NQF Level 3 or equivalent. 

    UNIT STANDARD RANGE 
    "Care" refers to nutrition, safety and health.

    The learner must demonstrate practical care for either babies/toddlers or young children, and explain how they would have approached it differently had they been working with the other age-group e.g. there are differences in safety issues for babies as opposed to older children; as well as differences in safety issues for individuals versus groups. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Provide a safe and healthy environment to prevent and reduce injuries and illness. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Legal implications of providing responsible care are identified, with particular reference to public liability issues and related responsibilities of care-givers. 
    ASSESSMENT CRITERION RANGE 
    Recorded history of monitoring and reporting.
     

    ASSESSMENT CRITERION 2 
    Environmental hazards are identified and explained in terms of their potential impact on the safety of children. 
    ASSESSMENT CRITERION RANGE 
    Identification of potential indoor and outdoor health and safety hazards within each of the following categories:
  • Burns; cuts and lacerations; unprotected water sources; poisoning, choking and strangulation; falls; electricity; traffic issues, animals.
     
    		•

    ASSESSMENT CRITERION 3 
    Environmental hazards are identified and explained in terms of their potential impact on the health of children. 
    ASSESSMENT CRITERION RANGE 
    Hazards include but are not limited to polluted water sources, poisoning (including lead), radiation (cell phone masts), animals, parasites (worms), food deprivation, food contamination, medicines.
     

    ASSESSMENT CRITERION 4 
    Strategies for preventing and/or correcting safety hazards in the environment are identified and implemented, thus ensuring a safe environment as per the ages and stages of the children. 

    ASSESSMENT CRITERION 5 
    Strategies for preventing and/or correcting health hazards in the environment are identified and implemented, thus ensuring a safe environment as per the ages and stages of the children. 
    ASSESSMENT CRITERION RANGE 
  • Ensuring prevention according to categories of disease transmission.
  • Categories of disease transmission include oral-faecal, blood, respiratory (air borne), contact, etc.
     
    		•

    ASSESSMENT CRITERION 6 
    Written Health & Safety records are maintained to accurately reflect strategies and actions taken. 

    ASSESSMENT CRITERION 7 
    Contact lists of available emergency services and parents/guardians are accurate and easily accessible. 

    ASSESSMENT CRITERION 8 
    Emergency plans, procedures and equipment are ensured to be available, appropriate to the given emergencies, and can be understood by all the adults and children. 
    ASSESSMENT CRITERION RANGE 
    Emergency plans for fire, public violence, natural disasters.
     

    ASSESSMENT CRITERION 9 
    Supervision of children is appropriate to their developmental level and the degree of potential risk involved. 
    ASSESSMENT CRITERION RANGE 
    Supervision of children within the scope of hearing or vision, indoor, outdoor and outing supervision.
     

    SPECIFIC OUTCOME 2 
    Promote and maintain optimal health and nutrition for caregivers and children. 
    OUTCOME RANGE 
    Health and nutrition includes but is not limited to feeding, growth monitoring, training, making a menu, food gardens, isolating children with infections, monitoring children, carrying out health checks, taking universal precautions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Child health is monitored and instruments are correctly interpreted and integrated into practice. 
    ASSESSMENT CRITERION RANGE 
    Health monitoring instruments refer to the "Road to Health Card" which is held by the family.
     

    ASSESSMENT CRITERION 2 
    Awareness and implementation of Workplace Health Policies and Guidelines is explained in terms of maintaining staff health. 
    ASSESSMENT CRITERION RANGE 
    Maintenance of health includes but is not limited to immunization, back-care- lifting heavy objects, HIV and AIDS, exclusion due to specific illnesses.
     

    ASSESSMENT CRITERION 3 
    Common childhood diseases and infections are described in terms of their symptoms and transmission, as well as possible effects on individuals and/or groups. 
    ASSESSMENT CRITERION RANGE 
  • Disease include acute and chronic illnesses.
  • Integrated Management of Childhood Illnesses (IMCI).
  • Childhood disease symptoms include but is not limited to rashes (including genitalia), elevated temperature, unusual irritability, lethargy, prolonged loss of appetite, diarrhoea, coughing and nasal/other discharges, respiratory rates, sores that will not heal; multiple skin eruptions, swollen glands and sore throat, ear-ache.
     
    		•

    ASSESSMENT CRITERION 4 
    Responses to illness are appropriate to the nature of the illness. Children presenting symptoms of common infectious diseases are referred to qualified Health Practitioners. 
    ASSESSMENT CRITERION RANGE 
    Notifiable diseases are reported by Health Practitioners to the Department of Health (DoH).
     

    ASSESSMENT CRITERION 5 
    Actions and communication responding to the holistic needs of children are dealt with in a non-discriminatory and confidential manner, taking into consideration the child's socio-cultural context. 

    ASSESSMENT CRITERION 6 
    Responses to injuries and emergencies are appropriate to the given situation and in line with emergency procedures and first aid practice. Conditions outside of scope of competence are referred to the appropriate authorities without delay. 
    ASSESSMENT CRITERION RANGE 
    Injuries and emergencies include but are not limited to seizures, asthmatic attacks, minor injuries, fractures, choking, biting, burns, universal precautions.
     

    ASSESSMENT CRITERION 7 
    Records reflect up-to-date and accurate accounts of health history, regular checks and monitoring activities, medications, actions taken, accidents and incidents. 
    ASSESSMENT CRITERION RANGE 
    Records are recorded on an incident report form, log book or daily journal as required.
     

    ASSESSMENT CRITERION 8 
    Medication is administered only with written consent from parent/guardian and in line with instructions. Consequences of incorrect application of medicines are described with reference to the wellbeing of the child, and possible legal consequences of negligence. 
    ASSESSMENT CRITERION RANGE 
    Control includes but is not limited to maintenance of health records, scheduled administration of medicines, secure storage of medicines.
     

    ASSESSMENT CRITERION 9 
    General precautions are identified and applied consistently to promote general health and welfare of children and adults. 
    ASSESSMENT CRITERION RANGE 
    Precautions include but are not limited to clean and appropriate clothing; balanced nutrition; personal hygiene routines, Universal precautions.
     

    ASSESSMENT CRITERION 10 
    Nutritional needs of children are provided for in relation to their age, special dietary requirements and cultural preferences, while ensuring balanced meals. 
    ASSESSMENT CRITERION RANGE 
    The nutritional needs could be provided for in a number of ways, for example by providing guidance to parents on menus, by arranging meals where possible or applicable, or by preparing food. Practitioners will have access to nutrition guidelines.
     

    ASSESSMENT CRITERION 11 
    Nutrition advice and guidelines provided to children and adults promotes good nutrition and serves to encourage them to promote their own good health. 

    SPECIFIC OUTCOME 3 
    Promote and protect the rights of children. 
    OUTCOME RANGE 
    The following documents provide a basis for this outcome:
  • International conventions: United Nations Convention on Rights and Welfare of the Child; African Charter on Rights of the Child, current Children's legislation including regulations; Child Care Act and Regulations; South Africa Constitution 1996, Department of Social Development minimum norms and standards for Early Childhood Development Services, Manifesto on Values, Education and Democracy. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Education provided to children concerning child rights is consistent with current legislation and regulations and is appropriate for the stage of development of the children. 

    ASSESSMENT CRITERION 2 
    Violations of child rights are correctly identified and reported according to given procedures. 

    ASSESSMENT CRITERION 3 
    Child monitoring is provided continuously and is sufficient to promote the safety of children. 
    ASSESSMENT CRITERION RANGE 
    Safety includes but is not limited to keeping strangers out, controlling who takes children home, not leaving children outside centre unsupervised, making sure children are not locked into centres, and where appropriate, the transportation of children.
     

    ASSESSMENT CRITERION 4 
    Opportunities are used to educate parents about ways of protecting children. 
    ASSESSMENT CRITERION RANGE 
    Education includes understanding the rights of the child.
     

    SPECIFIC OUTCOME 4 
    Manage routines and transitions. 
    OUTCOME RANGE 
  • Routines refer to arrival, departure, meals, toilet, resting, house-keeping (washing, cleaning up, putting away, tidying up), sleeping, and self-help skills according to ages and stages.
  • Transitions refer to shifting or moving from activity to activity, from location to location, or from person to person. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Routines are sufficiently flexible to cater for the individual needs of children. 

    ASSESSMENT CRITERION 2 
    Routines implemented are sensitive to individual needs and are consistent with child rights. 

    ASSESSMENT CRITERION 3 
    Routines and transitions extend learning and are managed in a way that promotes independence, participation and an understanding of the days progress/sequence. 

    ASSESSMENT CRITERION 4 
    Routines and transitions are managed in a way that builds relationships and trust between children and between children and adults. 

    ASSESSMENT CRITERION 5 
    Routines are managed at a level that is appropriate for the level of development of the different children. 

    ASSESSMENT CRITERION 6 
    Routines are integrated as far as possible into activities, with sufficient opportunity for children to obtain a feeling of competence. 

    ASSESSMENT CRITERION 7 
    Information on babies, toddlers and young children is recorded on a daily basis. 
    ASSESSMENT CRITERION RANGE 
    Information includes but is not limited to sleeping, feeding, elimination (nappies & potties).
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
  • Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures.
  • An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following areas of knowledge are embedded within the Unit Standard, and will be assessed directly via assessment of the specific outcomes in terms of the given assessment criteria:
  • Childhood illnesses.
  • Nutrition.
  • Rights of Children.
  • Policy and legislation related to health, safety and hygiene.
  • Awareness of public liability. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems related to health, hygiene and safety. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively in the promotion of safety, health and hygiene and the prevention of illness. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information regarding child illnesses and issues related to the safety and hygiene of the environment. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with children, adults and health practitioners regarding health, hygiene and safety. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Glossary:

    Activities - refer to the active involvement of babies, toddlers and young children with a range of resources, materials and actions that contribute towards their development. This includes routine-based and play-based activities.

    Babies, toddlers and young children:
  • Babies - refers to an approximate range of 0-12 months, taking into account individual variations in development.
  • Toddlers - refers to an approximate range of 12-30 months, taking into account individual variations in development.
  • Young children - refers to an approximate range of 30 months to 5 years old, taking into account individual variations in development.

    Developmentally appropriate although it is accepted that there are multiple and contested ways in which the term may be used and understood, at its heart, "developmentally appropriate" is intended to convey the sense that children do develop in recognisable ways, even if at different rates and in line with different models of development. Hence, we may speak of something being developmentally appropriate if it meets the developmental needs of babies, toddlers and young children, supported by justifiable theories will inform the programme.

    Early Childhood Development (ECD) Service - the care, facilitation, observation, reporting and working with families and others in a variety of settings for the development of babies, toddlers and young children.

    Early Childhood Development (ECD) Settings - to any place where a child is or children are, including but not limited to Early Childhood Development (ECD) centres, institutions such as prisons and hospitals, and at home.

    Facilitate - means the use of a range of activities, all of which combine in various ways to contribute to the holistic development of babies, toddlers and young children.

    Framework - guidelines to outline the range of Early Childhood Development (ECD) services, programmes and legal, health and social practices.

    Inclusion - the inclusion of all children including those with special needs.

    Programme - refers to the routines or schedules that spell out the sequence of daily and weekly events. The schedules may be very loose or highly structured depending on context and preference. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58761   Further Education and Training Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. 3 At Work Recruitment Agency 
    2. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    3. Abinet Training and Development 
    4. ABM COLLEGE SA (PTY) LTD 
    5. Accreditation & Training Services 
    6. Acorser Corporate & Business Consulting t/a Acorser Academy 
    7. African Learning & Development Academy (Pty) Ltd (ALDA) 
    8. Afrika Tikkun NCC 
    9. Amogelang Marketing and Training 
    10. Amyoli Consulting 
    11. ATTI (Advanced Technonogy Training Institute) 
    12. Aubrey Nyiko Business Enterprise cc 
    13. Axolemahle Business Enterprise 
    14. B T Group of Companies Pty Ltd 
    15. Berry Rose Project Consultants & Service Providers 
    16. Boitjhorisong Resource Centre 
    17. BOLAND COLLEGE 
    18. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    19. Brain Boosters Business Education (PTY) LTD 
    20. Brainwave Projects 1997 CC 
    21. Caversham Education Institute 
    22. Centre for Creative Education/Iziko La Bantu Be Afrika NPC 
    23. Changing Lives Community Development Training 
    24. College of Cape Town - Athlone Campus 
    25. Compass Academy of Learning 
    26. Custoda Trust 
    27. D M Management and Consulting 
    28. Damelin Correspondence College (Pty) Ltd 
    29. DC Academy (PTY)LTD 
    30. Dee s Training PTY LTD 
    31. DEVELO CC 
    32. Diligence Defined Projects PTY Ltd t/a Deligence Defined 
    33. Dintshang Trading 
    34. Directflo 
    35. Dru A Professional Further Education and Training College DAPFETC PT 
    36. Dynamic Safety Solutions 
    37. Early Inspiration 
    38. Early Learning Foundation Montessori Teacher Training 
    39. Early Learning Resource Unit (ELRU) 
    40. East London Technical t/a Buffalo City TVET College 
    41. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    42. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    43. Edu Experts SA 
    44. Edu P Earl Education For Practitioners in Early Childhood Development (Pty) Ltd 
    45. EDU-Bless College 
    46. Edu-Build Institute 
    47. Edu-Prof Training Centre 
    48. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    49. Emtonjeni Wolwazi 
    50. Enjo Consultants (Pty) Ltd 
    51. Environment and Language Education Trust 
    52. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    53. Faranang Business and Training Solutions PTY(LTD) 
    54. FLAVIUS MAREKA FET COLLEGE 
    55. Fourways Private College 
    56. FURNITURE WORLD TRAINING CENTRE 
    57. Future Performance Training and Development 
    58. Future-Teacher (Pty) Ltd 
    59. Gauteng Baobab Early Learning Training Programme 
    60. Gert Sibande Public FET College - Central Office 
    61. Goldfields TVET College 
    62. Grassroots Adult Education and Training Trust 
    63. GWALA TRAINING SERVICES 
    64. HOPE ACADEMIC AND SKILL CENTRE 
    65. ICM t/a Institute for Career Management 
    66. Igugu Training and Investments 
    67. Ikamva Projects Pty Ltd 
    68. Ikusasa Lothisha t/a ECD Training Provider 
    69. INGWE FET COLLEGE 
    70. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    71. Institute of Professional Studies and Services 
    72. Isamon Vocational College of Excellence Pty Ltd 
    73. Isibani Skills Academy 
    74. Isibani Soluntu Development Trust 
    75. Itireleng Bokamoso Trading Development Services and Associates 
    76. J and N Ikwekwezi Yokusa Development Training 
    77. Jabulani Training & Development 
    78. Karabo Info Centre and Trading 
    79. Katehong Early Learning Resourse Unit (KELRU ) 
    80. Katiso-kuno Consulting 
    81. KDS Centre for Skills Development and Training Pty Ltd 
    82. Keetileafrika Training Institute 
    83. Keletsong Community Training & Resource Centre 
    84. Kgaka Kgolo Institute (Pty) Ltd 
    85. Kgang-Kgolo Consulting 
    86. Khaas Training Academy 
    87. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    88. Khoali Group of Companies (Pty) Ltd 
    89. Khululeka Community Education Centre 
    90. Kids Academy 
    91. Kitso Bokamoso Training Solution 
    92. KITSO TRAINING AND DEVELOPMENT 
    93. Klein Karoo Resource Centre 
    94. KWAZULU NATAL EXPERIMENTAL COLLEGE 
    95. KZN Network on Violence Against Women 
    96. Lebzatainment Foundation NPC 
    97. Lehlabile Emergency Institute 
    98. Leronsa Trading Enterprise 
    99. LESEDI EDUCARE ASSOCIATION 
    100. Li Lichule Trading cc 
    101. Lionsden Africa Business Solutions Pty Ltd 
    102. Loago Business Consulting 
    103. Lynne Hobbs cc 
    104. Mabidi Funzani Trading And Projects Pty Ltd 
    105. MacMillan South Africa (Pty) Ltd 
    106. MASAKANE TRUST 
    107. Masakhane Training and Consultant Pty Ltd 
    108. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    109. MATHS CENTRE INCORPORATING SCIENCES 
    110. MENTORNET (PTY) LTD 
    111. Mnambithi FET College - Central Office 
    112. Mochochonono Training Solutions cc 
    113. Mondo Skills and services providers 
    114. Motheo Training Institute Trust 
    115. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
    116. NC COMPLIANCE SOLUTIONS 
    117. Ndoma Mathodi Trading Enterprise 
    118. Netgrow Training Solutions 
    119. Networx for Career Development 
    120. New Beginnings Training and Development Organisation 
    121. Next Step Academy (Pty) Ltd 
    122. NKANGALA TVET COLLEGE 
    123. Noni Community Development 
    124. Northern Cape Urban College: Kimberley Campus 
    125. Northlink College 
    126. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    127. Nsovo Learning Academy 
    128. Ntataise Lowveld Trust 
    129. NTATAISE TRUST 
    130. Ntevho-Ketso Training and Recruitement Consultancy cc 
    131. Ntiyiso Training and Skills Consultancy 
    132. Ntsangalala Business Enterprise 
    133. Nyelati Trading Enterprise 
    134. OPELONG BUSINESS INSTITUTE (PT 
    135. Orbit FET College - Central Office 
    136. PC Educational Holdings Pty Ltd 
    137. Peddie Development Centre 
    138. Penreach 
    139. People Upliftments t/a POPUP Upliftment 
    140. Petra institute of Development (PTY) Ltd 
    141. PHALANE SAFETY CONSULTANT AND TRAINING PROVIDERS PTY LTD 
    142. Pineridge Training Centre 
    143. PMA Holding (Pty) Ltd 
    144. PND Academy of Learning cc 
    145. PNJ TRAINING ACADEMY NPC 
    146. Port Elizabeth TVET College 
    147. PRO-ACTIVE PUBLIC SERVICES COLLEGE/PTY/LTD 
    148. Pro-Ed Training 
    149. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    150. Professional Development and Training Institute (Pty) Ltd 
    151. Rampadise Education Training & Development Centre 
    152. Read Educational Trust 
    153. Realeboga Development Services 
    154. Reflections Development Institute 
    155. REGIONAL EDUCARE COUNCIL 
    156. Retshetse Training Project 
    157. Rhodes University 
    158. Right 4 u College 
    159. Safe and Sound Learning Association 
    160. SANTS College 
    161. Sebenzisanane Human Capital 
    162. SERITI INSTITUTE 
    163. Sisazi Consulting 
    164. SITHUTHUKILE TRUST 
    165. Siyahluma Education Institute 
    166. Siyathuthuka Nursery School 
    167. South African Congress For Early Childhood Development 
    168. South Cape Public FET College - George Campus 
    169. South West Gauteng Tvet College 
    170. Southern African Institute of Learning (SAIL) 
    171. Southern African Youth Movement 
    172. Spotru Training Centre 
    173. SPS Consulting (Pty) Ltd 
    174. Sunshine Community Outreach Ministry of Youth With A Mission 
    175. Sustainability Institute Trust 
    176. T Mabuya & Associates (Pty) Ltd 
    177. Takatso Educare Training and Development Services 
    178. Tekollo Trading (Pty) Ltd 
    179. Tembe Service Providers 
    180. Thabelanang t/a Thabelanang Trading Enterprise 
    181. The College of Modern Montessori 
    182. The Iscariota Group (Pty) Ltd 
    183. THE MATTHEW GONIWE SCHOOL OF LEADERSHIP AND GOVERNANCE 
    184. The Port Elizabeth Early Learning Centre 
    185. Thembekile training consulting 
    186. Thobologo Training and Education Group (Pty) Ltd 
    187. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    188. THUSANANG TRUST 
    189. Thuto Adult Centre 
    190. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    191. Tiakeni Training Centre 
    192. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    193. Tokelo Training Intervention in ECD 
    194. Train 2 Teach (PTY) Ltd 
    195. Training and Resources in Early Education (TREE) 
    196. Trainyoucan (Pty) Ltd 
    197. TSHEPANG EDUCARE TRUST 
    198. Tshepo Hope Consulting 
    199. TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD 
    200. Twilight Lehlabile Construction Pty Ltd 
    201. Umgungundlovu FET College 
    202. UMO LEARNING SUPPORT SYSTEM 
    203. Unathi Training 
    204. UNIVERSAL COLLEGE OUTCOMES SA 
    205. VH Consulting 
    206. Vuselela TVET College 
    207. VUWA PROJECTS 
    208. Water berg FET College 
    209. Waterberg TVET College 
    210. WEST COAST COLLEGE FET 
    211. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 
    212. Winston Academy 
    213. WonderKids Academy 
    214. World Wide Education Providers(Pty)Ltd 
    215. Woz'obona Early Childhood Community Service Group 
    216. Yellow Media Learning Institute (Pty) Ltd 
    217. Zisukumele Training Academy (Pty) Ltd 


    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.