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 professional values and ethics 
SAQA US ID UNIT STANDARD TITLE
8648  Demonstrate an understanding of professional values and ethics 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
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  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 
A person assessed as competent against this unit standard will be able to:
  • Describe and reflect on what professional values are and where they come from.
  • Describe professional accountability.
  • Position professional values within an organisational context.
  • Describe why value conflict occur in the workplace
  • Analyse cases of value conflict in the workplace and suggest ways of dealing with them.

    This competence will ensure that the person develops an understanding of a professional service ethic in the organisation or workplace. The person will therefore be perceptive to incidents of value conflict and be better equipped to deal with such conflict. The person will contribute to a more ethical culture in the industry and workplace. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    A learner attempting this unit standard is assumed to have acquired the competence described in "Values and Ethics Level 2". 

    UNIT STANDARD RANGE 
    Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe and reflect on what professional values are and where they come from. 
    OUTCOME NOTES 
    For example:
  • What it means to be professional.
  • Professional values and their origins 

  • 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.


    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. 
  • ASSESSMENT CRITERION RANGE 
    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)
     

  • SPECIFIC OUTCOME 2 
    Describe professional accountability. 
    OUTCOME NOTES 
    For example:
  • Knowledge and expertise
  • A trust relationship with clients/communities
  • A service ethic
  • Collective responsibility for standards
  • On-going learning and upgrading 

  • 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.


    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. 
  • ASSESSMENT CRITERION RANGE 
    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)
     

  • SPECIFIC OUTCOME 3 
    Position professional values within an organisational context. 
    OUTCOME NOTES 
    For example:
  • Identify different relationships of trust that exist in the workplace
  • Identify constraints on professionalism 

  • 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.


    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. 
  • ASSESSMENT CRITERION RANGE 
    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)
     

  • SPECIFIC OUTCOME 4 
    Describe why value conflict occur in the workplace. 
    OUTCOME NOTES 
    For example:
  • Different client and organisational demands that give rise to conflict in the workplace environment 

  • 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.


    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. 
  • ASSESSMENT CRITERION RANGE 
    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)
     

  • SPECIFIC OUTCOME 5 
    Analyse cases of value conflict in the workplace and suggest ways of dealing with them. 
    OUTCOME NOTES 
    For example:
  • Identify differences in values in at least one instance of interaction in a workplace or service environment.
  • Describe how the conflict was handled and describe an alternative with reference to underpinning values. 

  • 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.


    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. 
  • ASSESSMENT CRITERION RANGE 
    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)
     


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • 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.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • 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 qualifying learner is able to demonstrate a basic knowledge and understanding of:

    1. The nature and functioning of professional values in the organisation or workplace.
    2. Ethical and professional conduct.
    3. Why and how professional workers experience ethical dilemmas or value conflict in their particular organisation or workplace.
    4. How professional workers should approach and deal with value conflict in the workplace. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation or community. 

    UNIT STANDARD CCFO ORGANISING 
    Personal development. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems. 

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

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50371   Further Education and Training Certificate: Domestic Appliance Repair  Level 4  NQF Level 04  Reregistered  2023-06-30  EWSETA 
    Core  65989   Further Education and Training Certificate: Human Settlements Development  Level 4  NQF Level 04  Reregistered  2023-06-30  CETA 
    Core  93995   Further Education and Training Certificate: Payroll Administration Services  Level 4  NQF Level 04  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Core  23513   National Certificate: Fisheries Observation: Inshore  Level 4  NQF Level 04  Reregistered  2023-06-30  AgriSETA 
    Core  36436   National Certificate: Local Economic Development  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  LG SETA 
    Core  35927   National Certificate: Payroll Administration Services  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered" 
    2009-11-07  Was SERVICES until Last Date for Achievement 
    Core  57651   National Certificate: Forensic Science  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SAS SETA 
    Core  50418   National Certificate: Immigration Law Enforcement  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2009-06-29  Was PSETA until Last Date for Achievement 
    Core  93993   National Certificate: Labour Relations Practice  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Core  36438   National Certificate: Local Economic Development  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  LG SETA 
    Fundamental  35925   Certificate: Fisheries Observation: Deep Sea  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Fundamental  59409   National Certificate: Agricultural Extension  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Fundamental  24195   National Certificate: Community Conservation: Practice and Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2006-04-09  CATHSSETA 
    Fundamental  20153   National Certificate: Conservation: Fisheries Resource Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Fundamental  20416   National Certificate: Conservation: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2008-03-12  Was CATHSSETA until Last Date for Achievement 
    Fundamental  48855   National Certificate: Emergency Services Operations  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-02-18  Was LG SETA until Last Date for Achievement 
    Fundamental  67693   National Certificate: Fitness  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  59949   National Certificate: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  50419   National Certificate: Port Control and Admissions  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2009-06-29  Was PSETA until Last Date for Achievement 
    Fundamental  18943   National Certificate: Tourism: Cabin Crew  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-01-10  CATHSSETA 
    Fundamental  63249   National Diploma: Agricultural Extension  Level 5  NQF Level 05  Reregistered  2023-06-30  AgriSETA 
    Fundamental  67692   National Diploma: Coaching Science  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  62610   National Diploma: Copywriting  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  48553   National Diploma: Corrections Science  Level 5  NQF Level 05  Reregistered  2023-06-30  SAS SETA 
    Fundamental  20613   National Diploma: Event Co-ordination  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  67691   National Diploma: Fitness  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  22444   National Diploma: Freight Forwarding  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was TETA until Last Date for Achievement 
    Fundamental  20414   National Diploma: Service Management  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  36213   National Diploma: Technical Financial Accounting  Level 5  NQF Level 05  Reregistered  2023-06-30  FASSET 
    Fundamental  57407   National Diploma: Train Driving (Mainline Operations)  Level 5  NQF Level 05  Reregistered  2023-06-30  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. Africa Corporate Training Institute and HR Consulting 
    3. Africa Institute For Public Administration 
    4. AfroXpert Performance Developement cc 
    5. All Access Holdings 
    6. Alpha Business Consultants 
    7. Amabamba Recruitment 
    8. Asiphokuhle Training and Research Institute 
    9. AVAX SA 481 CC. T/A Mandisa Development Services 
    10. AVC Corporate Advisory Services (PTY) LTD. 
    11. Bafedile M (PTY) LTD 
    12. Bantubanye Skills 
    13. Bavelile Consultants and Training 
    14. Black Thari Trading Enterprise 
    15. Boikgantsho Consulting & Events 
    16. Bokatoka Construction and Projects 
    17. Boni Africa Events & Development 
    18. Break The Chains Development Services 
    19. Bull's Business and Skills Training Institute 
    20. Canton Trading 273 
    21. City of Johannesburg Emergency Services Training Academy 
    22. Classic Human Capital Solutions 
    23. Continuing Education Programme 
    24. Cradle Stars Trading Enterprise 
    25. CTC College(PTY) LTD. 
    26. Development Bank of Southern Africa (DBSA) 
    27. DialNx Consultants 
    28. Ditirelo Skills Development Services 
    29. Ditlou Solutions 
    30. Eastern Rose Enterprise 
    31. Edutraining Business College 
    32. Ekurhuleni Metropolitian Municipal Emergency Services Training Academy 
    33. Elective Training Institute Enterprise CC 
    34. Elvis Koena Consulting (Pty) Ltd 
    35. Exercise Teachers Academy - Cape Town 
    36. Express Model 405 
    37. Gauteng Association Of Local Authorities 
    38. Glere Skills and Consultants 
    39. Green Horizon Consulting (Pty) Ltd 
    40. Guarantee Trust Corporate Support Services (Pty)Ltd 
    41. Gudlhuza Development Solutions cc 
    42. HARMONY GOLD MINING COMPANY LIMITED 
    43. HDPSA 
    44. HDPSA GROUP (PTY) LTD 
    45. Hercuscope 
    46. Hlombe and Associates 
    47. HS GLOBAL SKILLS BUSINESS SOLUTIONS 
    48. IGKM Management Services (Pty) Ltd 
    49. Ilinge Labantu Debt Solution 
    50. IMITHENTE DEVELOPMENT HOLDINGS 
    51. Institute of Sector Education and Training 
    52. IQ Skills Academy (PTY) LTD. 
    53. ITO Focus Reagile 
    54. Iziko Capacity Building CC. 
    55. Jobafrik Consulting 
    56. Johsie Enertprise 
    57. Josmap Training Institute 
    58. JTM Empowered 
    59. Jucamo Shelf 4 CC. 
    60. Kalideen Management 
    61. KALIDEEN MANAGEMENT SERVICES 
    62. Kernel Management and Consulting (PTY) LTD. 
    63. Keydimensions Risk Solutions 
    64. Kgolo Institute 
    65. Kgotla Trading Enterprise 
    66. Khehli Institute 
    67. Khosithi Training 
    68. Kia Chuma 
    69. Lekoko Consulting (PTY) LTD 
    70. Leronsa Trading Enterprise 
    71. Letlhokoa Management Services CC 
    72. Lewerb Holdings (PTY) Ltd 
    73. Life Long ABET Consulting 
    74. M.I.C. Training and Development 
    75. Magnico Products (PTY) LTD 
    76. Mahayi HRD Services cc 
    77. Maikarabelo Business Enterprise 
    78. Makhophila Business Enterprise 
    79. Management College of Southern Africa (MANCOSA) 
    80. Mangaung Municipality - Fire 
    81. Marcado Human Resources Strategies 
    82. Masemase Consultancy CC. 
    83. Mashphe Logistics Services 
    84. Mass Computer Training And Printers 
    85. Mathye and Ditlou Dynasty Corporate 
    86. Mbokazi & Mkhize 
    87. Mgwezane Training and Events Management CC. 
    88. Miczo's Enterprise 
    89. Misol Projects cc 
    90. Mission Point Consulting 
    91. MJ Mafunisa Consulting (PTY) LTD 
    92. Mmanape Management Solutions 
    93. Mod-Mosh Projects and Consulting (PTY) LTD 
    94. Mohlaje Solutions (Pty) Ltd 
    95. Mortarboard Training Solutions 
    96. Mosako Wa Kitso 
    97. MTHENGENYA & ASSOCIATES 
    98. Ndrendre Building & General Services 
    99. Nemalale Eagles Consultancy CC 
    100. Neopeo Trading & Projects 
    101. Networx for Career Development 
    102. New Hope Revival Organisation 
    103. Nghano Training and Development Centre 
    104. Nhlahle Development Agency 
    105. NJ & L Trading Enterprise CC. 
    106. Nomagwanishe Investments cc 
    107. NS Global Academy 
    108. Nsuku Management Consultants 
    109. Omithombo Management Academy 
    110. Outeniqua Leadership Institute 
    111. PanAfrican Supply Chain Academy 
    112. Pebetse Training and Consulting 
    113. Pioneer Business Consulting 
    114. PM Skills House 
    115. Power Rush Trading 170 CC. 
    116. Powergate Trading 1040 
    117. PTDEV (Pty) Ltd 
    118. Pulakgadi Training Consulting CC 
    119. Quick Leap Investment 
    120. Reflections Development Institute 
    121. Regent Business School (Pty) Ltd t/a Regent Business School 
    122. Resonance Institue of Learning 
    123. RME Projects 
    124. Rural Metro Emergency Management Services (PTY)LTD 
    125. RUSTENBURG EMERGENCY AND DISASTER MANAGEMENT SERVICES TRAINING ACADEMY 
    126. SAZM TRADING AND PROJECTS PTY LTD 
    127. School of Rail: Kimberly 
    128. School of Rail: Port Elizabeth 
    129. Sebobatho Project Management 
    130. Senelo Trading CC 
    131. Setaki Trading and Projects (Pty) Ltd 
    132. Solstice Networks CC. 
    133. SOUTH AFRICAN DEFENCE INTELLIGENCE COLLEGE 
    134. South African Governance and Business College 
    135. SOUTH AFRICAN POLICE SERVICE TRAINING INSTITUTION BISHOP LAVIS 
    136. Sports Science Institute Of SA 
    137. STRATEGIC INVESTIGATIONS AND SEMINARS 
    138. SWARANANG MANAGEMENT CONSULTING CC 
    139. T Mabuya & Associates CC 
    140. Talent Centre Training 
    141. Talent Emporium Academy (PTY) Ltd 
    142. Tavo Investment 
    143. Thopasefoka Consulting Pty Ltd 
    144. Thubelihle Graduate Institute 
    145. Thuto-Boswa Education and Training Solution 
    146. Tlaletso Consultants 
    147. Tlokwe City Council Fire Brigade Services Training Centre 
    148. Tradesman Consulting and Training Solutions 
    149. Training for Results (Pty) Ltd 
    150. Trifocus Fitness Academy cc 
    151. Tsebong Training Centre 
    152. Tshamutengo General Dealers CC. 
    153. Tshelopele Development Institution 
    154. Tshisimani Holdings (PTY) Ltd. 
    155. Tshwane Training Institute (PTY) LTD. 
    156. TSK Projects 
    157. TTTC 
    158. Tummo Development Enterprise 
    159. Twin Peak Technologies 
    160. Umfolozi FET College 
    161. Umqondo Consultancy 
    162. Umsenge SDCS 
    163. UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD 
    164. University of Fort Hare 
    165. University of Venda 
    166. Vantage Training 
    167. Vicmat Consultants 
    168. Vuselela FET College - Central Office 
    169. Vuselela FET College - Klerksdorp Campus 
    170. World Pace Development and Training Institute 
    171. Xtyle Fitness and Entertainment Academy NPC 
    172. Ya Hina Management Consulting and projects 
    173. ZMG CONSULTING 



    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.