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: 

Demonstrate an understanding of HIV/AIDS and its implications 
SAQA US ID UNIT STANDARD TITLE
8494  Demonstrate an understanding of HIV/AIDS and its implications 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
HW SETA - Health and Welfare Sector Education and Training Authority 
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 2  NQF Level 02 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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

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

PURPOSE OF THE UNIT STANDARD 
A person assessed as competent against this unit standard will be able to:
  • Describe and explain nature of HIV/AIDS.
  • Describe transmission routes.
  • Describe and explain practices which reduce and prevent risk of infection.
  • Describe and analyse attitudes toward HIV and AIDS in the workplace.

    This competence will equip individuals to reflect on and make informed choices about their attitudes and behavioural practices. It will also contribute to building a wider understanding of HIV/AIDS issues; to the rights of people living with HIV and AIDS; and to workplaces which are more responsive to the needs of those living with HIV and AIDS. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    No prior learning is assumed. 

    UNIT STANDARD RANGE 
    Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/points beneath each. These are prefaced by "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe and explain nature of HIV/AIDS. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment:
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Describe transmission routes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment:
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Describe and explain practices which reduce and prevent risk of infection. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment:
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Reflect on their own attitudes toward HIV and AIDS. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment:
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 5 
    Describe and analyse beliefs and attitudes toward HIV and AIDS in the workplace. 
    OUTCOME RANGE 
    Beliefs and attitudes of individuals and the organisation (as reflected in employment policies and education programmes). 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment:
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 6 
    Outline the rights of people living with HIV and AIDS. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment:
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
    3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
    4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The person acquiring this unit standard should be able to demonstrate a knowledge and understanding of:

    1. Debates about the causes of HIV and AIDS.
    2. Transmission routes of HIV.
    3. HIV testing.
    4. Symptoms and phases in the development of AIDS.
    5. Practices which reduce or prevent risk of infection.
    6. Rights of people living with HIV and AIDS.
    7. Attitudes toward HIV and AIDS in the workplace. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation or community - relates to all outcomes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems - relates to all outcomes. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the personal development of learners and the society and economy, by participating as responsible citizens in the life of local, national and global communities and by being culturally sensitive - relates to all outcomes. 

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

    UNIT STANDARD NOTES 
    Assessment case studies and other supplementary to be developed through the learnership pilots. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50225   General Education and Training Certificate: General Forestry  Level 1  NQF Level 01  Reregistered  2023-06-30  FPMSETA 
    Core  57829   General Education and Training Certificate: Grain Handling Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Core  48495   General Education and Training Certificate: Water Services  Level 1  NQF Level 01  Reregistered  2023-06-30  EWSETA 
    Core  20287   National Certificate: Farming  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Core  23473   National Certificate: Community Water, Health and Sanitation Promotion  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2008-06-11  Was EWSETA until Last Date for Achievement 
    Core  20415   National Certificate: Conservation Resource Guardianship  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2008-02-06  Was CATHSSETA until Last Date for Achievement 
    Core  48433   National Certificate: Conservation: Species Care in Controlled Environments  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Core  20288   National Certificate: Farming  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  50226   National Certificate: Rooibos Processing  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  50227   National Certificate: Rooibos Production  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  48400   National Certificate: Sugar Processing  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  17174   National Certificate: Tourism: Guiding  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Core  49279   National Certificate: Victim Empowerment and Support  Level 2  NQF Level 02  Reregistered  2023-06-30  HW SETA 
    Core  22673   National Certificate: Wastewater Process Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was EWSETA until Last Date for Achievement 
    Core  60169   National Certificate: Water and Wastewater Reticulation Services  Level 2  NQF Level 02  Reregistered  2023-06-30  EWSETA 
    Core  58951   National Certificate: Water and Wastewater Treatment Process Operations  Level 2  NQF Level 02  Reregistered  2023-06-30  EWSETA 
    Core  24193   National Certificate: Water Purification Process Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was EWSETA until Last Date for Achievement 
    Core  50228   National Certificate: Wool and Mohair Handling  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  50398   National Certificate: Project Support Service  Level 3  NQF Level 03  Reregistered  2023-06-30  SERVICES 
    Core  23708   National Certificate: Community Water, Sanitation and Health Facilitation  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2008-06-11  Was EWSETA until Last Date for Achievement 
    Fundamental  64652   National Certificate: Hairdressing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2009-04-08  As per Learning Programmes recorded against this Qual 
    Fundamental  36233   National Certificate: Specialist Hygiene and Cleaning Services  Level 2  NQF Level 02  Reregistered  2023-06-30  SERVICES 
    Fundamental  48907   National Certificate: Wastewater Reticulation Services  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered" 
    2007-06-09  Was EWSETA until Last Date for Achievement 
    Fundamental  23475   National Certificate: Water Reticulation Services  Level 2  NQF Level 02  Reregistered  2023-06-30  EWSETA 
    Fundamental  65111   National Certificate: Beauty Technology  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2011-02-16  As per Learning Programmes recorded against this Qual 
    Fundamental  49216   National Certificate: Pipeline Operations  Level 3  NQF Level 03  Reregistered  2023-06-30  TETA 
    Fundamental  48905   National Certificate: Wastewater Reticulation Services  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2008-02-19  Was EWSETA until Last Date for Achievement 
    Elective  48642   General Education and Training Certificate Housing: Housing Consumer Education  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2009-05-13  Was CETA until Last Date for Achievement 
    Elective  23093   General Education and Training Certificate: Development Practice  Level 1  NQF Level 01  Reregistered  2023-06-30  ETDP SETA 
    Elective  65969   General Education and Training Certificate: Human Settlements Development  Level 1  NQF Level 01  Reregistered  2023-06-30  CETA 
    Elective  24199   National Certificate: Community Conservation: Liaison and Support  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered" 
    2006-04-09  CATHSSETA 
    Elective  48806   National Certificate: Craft Production  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Elective  71491   National Certificate: Equine Studies  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Elective  22439   National Certificate: International Trade  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was TETA until Last Date for Achievement 
    Elective  48695   National Certificate: Measurement, Control and Instrumentation  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2009-04-08  Was EWSETA until Last Date for Achievement 
    Elective  48887   National Certificate: Hiring Services and Support  Level 3  NQF Level 03  Reregistered  2023-06-30  SERVICES 
    Elective  58308   National Certificate: Informal Small Business Practice  Level 3  NQF Level 03  Reregistered  2023-06-30  W&RSETA 
    Elective  13716   National Certificate: Professional Driving  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2006-06-29  TETA 
    Elective  23094   Further Education and Training Certificate: Development Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-09-09  ETDP SETA 
    Elective  23095   Higher Education and Training Certificate: Development Practice  Level 5  NQF Level 05  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. 4CUS TRADING AND PROJECTS 
    2. ADVISOR PROGRESSIVE COLLEGE 
    3. AGB MATHE BUSINESS SERVICES 
    4. Agisanang SA Training 
    5. AGRI DELIGHT TRAINING AND CONSULTING 
    6. Aids Consortium 
    7. AL Abbott and Associates (Pty) Ltd 
    8. Aldabri 106 Institute for Quality Pty Ltd 
    9. Algoa Bus Company 
    10. ALSTOM JOHN THOMPSON (PTY) LTD CAPE TOWN 
    11. AMBROSER SOLUTIONS (PTY) LTD 
    12. AQUA DACTICS 
    13. AQUILA TRAINING 
    14. ARBINET TRAINING & DEVELOPMENT 
    15. AZIFANI PROJECTS AND TRANSPORT (PTY) LTD 
    16. Babina Tlou Trading and Projects cc 
    17. Balemi Consulting Pty Ltd 
    18. BALOMAT SKILLS TRAINING ACADEMY 
    19. BANTUBANYE INVESTMENTS 
    20. BIDA 
    21. Bopaditshaba Community Project 
    22. BRAVOSCAN 160 
    23. Bukhosi Consulting and Projects CC. 
    24. Buscor 
    25. CATAGRICT IMPRIMERE 
    26. Centre of Hope 
    27. Childline South Africa 
    28. Chupheme Logistix 
    29. Coalition Trading 1238 cc 
    30. College of Vocational Studies (Pty) Ltd 
    31. CORPORATE SKILLS DEVELOPMENT SERVICES (PTY) LTD 
    32. D M Management and Consulting 
    33. D&D Lwazi Development Institute 
    34. Dabulamanzi & Njabulo Ndaba Consulting cc 
    35. DEE K LOGISTICS 
    36. DITHIPE TRAINING & DEVELOPMENT 
    37. Donnybrook Education & Training College (Pty) Ltd 
    38. DONNYBROOK EDUCATION AND TRAINING COLLEGE 
    39. EARTH CHILD CONSULTING (PTY) LTD 
    40. Ebotse Development and Training Centre 
    41. EECTRICAL CONTRACTORS ASSOCIATION - ECA 
    42. Ehlanzeni TVET College 
    43. EMINENCE BUSINESS SOLUTIONS (PTY) LTD 
    44. ENB Training Service 
    45. ESKOM DISTRIBUTION NORTH WESTERN REGION, BLOEMFONTEIN 
    46. ESKOM KOEBERG NUCLEAR PPS - FITTER, FITTER & TURNER AND TTC 
    47. FFA Operations cc/Working On Fire 
    48. FOUNTAIN SQUARE TRADING 
    49. Future-Teacher (Pty) Ltd 
    50. Gerotek Test Facilities 
    51. Golden Arrow Bus Services 
    52. Greystones Cargo Systems 
    53. He and She Driver Training Centre 
    54. HIZONEX PTY LTD 
    55. Hot To Go Training College and Services 
    56. I Care Resource Centre 
    57. Ikaheng HR Services Pty Ltd 
    58. ILINGE LABANTU TRAINING INSTITUTE 
    59. IMPILONHLE TRADING & PROJECTS 8 
    60. Indub Trading c.c. 
    61. INFINITE DIMENSION CONSULTING 
    62. INFRASTRUCTURE CONSULTING ENGINEERS CC 
    63. Inkqubela Consultants 
    64. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    65. INTEGRATED ADULT TRAINING 
    66. IQHINA CONSULTING ENGINEERING AND PROJECTS MANAGERS 
    67. IQRAAM DEVELOPMENT CONSULTANCY (PTY) LTD 
    68. IQRM TRAINING CC 
    69. Isamon Integrated 
    70. Isamon Vocational College of Excellence Pty Ltd 
    71. ISHUMI LAMASHANDU TRADING 
    72. Isibani Skills Academy 
    73. Isibani Soluntu Development Trust 
    74. IYANDA HOLDINGS (PTY) LTD 
    75. JOSMAP TRAINING INSTIUTE 
    76. Kaelo Skills Development 
    77. KAREUBO MANAGEMENT SYSTEMS 
    78. KayDee Project Management Cc 
    79. Kenako Investments 
    80. KGOLO INSTITUTE 
    81. KHANYISA GAVU TRADING 
    82. KITSO TRAINING AND DEVELOPMENT 
    83. Kwamahlati Training Services cc 
    84. KWAZULU NATAL EXPERIMENTAL COLLEGE 
    85. KZN FUTURE LEADERS 
    86. LANTHIE CHEMZ DISTRIBUTORS (PTY) LTD 
    87. Learn A Trade 
    88. Learncorp 
    89. Learning Exchange Pty (Ltd) 
    90. Legal Environment Safety & Health Requirements cc 
    91. Letlhabile Institute Of Management and Training 
    92. Libizona Training Centre 
    93. Lomkhethi Trading Enterprise 
    94. Longata Consultant 
    95. M3i Skills Development 
    96. Maab Training Management ( Pty) Ltd 
    97. MACT BUSINESS HUB 
    98. MAKHOKA SUPPLIERS (PTY) LTD 
    99. MAKO INSTITUTE 
    100. Makwedeng Training 
    101. Malemane PeopleDevelopment Services 
    102. Maliwa Investment (Pty)Ltd 
    103. Mananthatshema Skills Dev. Centre 
    104. Mapheto Business Enterprises t/a MBE 
    105. MAREMATLOU TRADING CC 
    106. Marematlou Training Institute 
    107. MARGER TRAINING AND PROTERTIES (PTY) LTD 
    108. MATHOTHA THE INCINERATOR AND PLASTICS 
    109. MATUKANE & ASSOCIATES (PTY) LTD 
    110. Megro Learning 
    111. MENTORNET (PTY) LTD 
    112. Milnex - Brakpan 
    113. MMANAPE MANAGEMENT SOLUTIONS 
    114. MMESELANE CONSTRUCTION 
    115. Morongwa Consulting Services (Pty) Ltd 
    116. MOTHEO SKILLS ENTITY ( PTY) LLTD 
    117. MOVING AHEAD DEVELOPMENT AGENCY 
    118. MPUMAMANZI ACADEMY (PTY) LTD 
    119. MPUMELELO CONSULTANCY CC 
    120. MSOGWABA YOUTH SKILLS AND TRAINING DEVELOP 
    121. MUNICIPAL TRAINING & DEVELOPMENT INSTITUTE 
    122. MVIMBI BUSINESS ENTERPRISE 
    123. NCHEBEKO SKILLS CONSULTANCY 
    124. Ndoma Mathodi Trading Enterprise 
    125. NEOKHU PTY LTD 
    126. New Business Initiative Management Consultancy 
    127. NEW HOPE REVIVAL ORGANISATION 
    128. Nikwe Trading (Pty) Ltd 
    129. Nkinane Training Institute and Consulting (Pty) Ltd 
    130. Noni Community Development 
    131. NOSA LOGISTICS PTY LTD 
    132. Ntevho-Ketso Training and Recruitement Consultancy cc 
    133. Ntingantakandini Training, Education and Development Company 
    134. NTLEMO PROJECTS 
    135. OSHIKATI 
    136. PAKANYO TRADING CC 
    137. PERSEVCON CONSTRUCTION PTY LTD 
    138. PHAKGAMANG MATSIANA BUSINESS ENTERPRISE 
    139. Phathutshedzo Connsulting Training Provider 
    140. Phephani Learnerships cc 
    141. Platinum Electrical(Pty) Ltd 
    142. Platorand Training Centre 
    143. PMA Holding (Pty) Ltd 
    144. PRAXIS TRAINING AND CONSULTANCY (PTY) LTD 
    145. Primeserv Corporate Solutions (Pty) Ltd 
    146. PROFESSIONAL DEVELOPMENT AND TRAINING INSTITUTE (PTY) LTD 
    147. PTDEV (PTY) LTD 
    148. PUTCO Limited 
    149. QUALITY LEARNING NETWORK 
    150. QUARPHIX CC 
    151. Rally Business Consulting PTY LTD 
    152. RCL Foods-Sugar & Milling 
    153. REGEN TECHNICAL INSTITUTE 
    154. RENKALEC TRAINING CENTRE 
    155. ROCKWELL AUTOMATION 
    156. RONNELS CONSTRUCTION PTY LTD 
    157. Russel Meaker cc 
    158. Safe and Eco Driving (Pty) Ltd 
    159. Save the Children South Africa 
    160. Setlakala Business Development 
    161. Sigodi Development Services and Associates (SDS) cc 
    162. SIMAMA Training and Business Services 
    163. SIYAPHAMBILI DHN PROJECTS 
    164. Siyasanga Training Centre 
    165. Skills Fusion 
    166. SOUTH AFRICA ADVANCED SKILLS INSTITUTE 
    167. SOUTH AFRICAN INSTITUTE OF RENEWABLE ENERGY (PTY) LTD 
    168. SOUTH AFRICAN MATRIC EDUCATIONAL CENTERS 
    169. SOUTHERN AFRICAN YOUTH MOVEMENT 
    170. SPINA Consultancy cc Cape Town 
    171. Spotru Training Centre 
    172. SPS Consulting (Pty) Ltd 
    173. Striving Mind Trading & Projects 
    174. Sunrise Skills Training 
    175. SWARANANG DEVELOPMENT AGENCY 
    176. TAG TEC TRAINING 
    177. TALENT SCULPTURE ACADEMY 
    178. Talent Sculpure Academy (Pty) Ltd 
    179. Taletso FET College - Central Office 
    180. TDMI 
    181. Thabelanang t/a Thabelanang Trading Enterprise 
    182. The Fundamentals Training Centre 
    183. THE GMC GROUP PTY LTD 
    184. The Mvula Trust 
    185. Thuto Botshabelo Training Academy 
    186. Thuto Ya Setshaba Training Services (Pty) Ltd 
    187. TIESPRO (Pty) Ltd 
    188. Tinissa Trading 29 PTY Ltd 
    189. Tiriso Investments 
    190. TLAKULA OCCUPATIONAL HEALTH SERVICES 
    191. TMG Quality Services 
    192. Tourism & Business Institute of Southern Africa 
    193. TRAINING AT WORK (PTY) LTD 
    194. Transnet School of Pipelines 
    195. TSHEPO TRAINING CENTRE 
    196. TSOGANG WATER & SANITATION 
    197. Two a Day Group (Pty) Ltd 
    198. Ubucubu Home Industries 
    199. UGUDA TRAINING SERVICES 
    200. Ulwazi Training & Development 
    201. Umbuso Training Services 
    202. UMSIZI SKILLS ACADEMY 
    203. VEB CELE & Associates (Pty) Ltd 
    204. Vhembe TVET College 
    205. VPK BUSINESS VENTURE C C 
    206. WARTHOG ENGINEERING PROJECTS 
    207. WESTERN COLLEGE FOR WESTCOL 
    208. Wildfire Development Training Agency 
    209. Yangantle Trading 
    210. YN2 TRADING AND PROJECTS 
    211. York Timbers Pty Ltd 
    212. ZAKWANTU SOLUTIONS 
    213. Zeta Training Solutions 
    214. ZUCRO PROJECT CC 



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