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  4 
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. 4 TOPS ACADEMY 
    2. Aldabri 106 Institute for Quality Pty Ltd 
    3. Algoa Bus Company 
    4. ALL CONNECTIONS TRAINING AND CONSTRUCTION (PTY) LTD 
    5. AMBROSER SOLUTIONS (PTY) LTD 
    6. Aniathu Trading (Pty) Ltd 
    7. AQUILA TRAINING 
    8. Arden School of Management (Pty) Ltd 
    9. Assured Vocational Skills Institute (Pty) Ltd 
    10. ATTI NELSPRUIT (PTY) LTD 
    11. AVIWE BUSINESS DEVELOPMENT SERVICES 
    12. Ayasaphe Trading cc 
    13. Balemi Consulting Pty Ltd 
    14. Better beginning trading and projects pty ltd 
    15. Blanket Security and SHEQ Solutions 
    16. BLUE POINTER ENERGY 
    17. Bontham Training & Agricultural Consultants 
    18. BP SOUTHERN AFRICA 
    19. Buscor 
    20. CHILUTSI TRADING ENTERPRISE 
    21. Chippa Training Academy (Pty) Ltd 
    22. Circleway College 
    23. CITIVIEW TRADING AND PROJECTS 
    24. CMO Logistics Pty Ltd 
    25. College of Vocational Studies (Pty) Ltd 
    26. Cradle Stars Trading Enterprise (Pty) Ltd 
    27. CTC COLLEGE (PTY) LTD 
    28. D M Management and Consulting 
    29. Dabulamanzi & Njabulo Ndaba Consulting cc 
    30. DINALEDI MANAGEMENT AND SERVICE 
    31. DINALEDI MANAGEMENT AND SERVICES 
    32. Duzi-Corp 56 
    33. Education and Training Unit 
    34. Ekurhuleni Artisans & Skills Training Centre (Pty) Ltd 
    35. Elimofo Trading& Projects 
    36. ERGO MAPHELONG INSTITUTE (PTY) LTD 
    37. ESKOM DISTRIBUTION NORTHERN REGION 
    38. ESKOM DISTRIBUTION - BEACON BAY 
    39. ETS Emergency Training Solutions (Pty) Ltd 
    40. Faithworks Development Consultants (Pty) Ltd 
    41. Farisanani Health Care Services Pty Ltd 
    42. FOREK INSTITUTE OF TECHNOLOGY 
    43. Fundakahle Multi-Purpose Co-operative Limited 
    44. Furniture World Training Centre 
    45. Future Discovery Training Academy CC 
    46. Future-Teacher (Pty) Ltd 
    47. Gauteng City College 
    48. GG SQUARED PROJECTS 
    49. GNS ENTERPRISE (PTY) LTD 
    50. Golden Arrow Bus Services_pty Ltd 
    51. Green Enviro & Projects (Pty)Ltd 
    52. HAZYVIEW WATER SKILLS ACADEMY 
    53. He and She Driver Training Centre 
    54. Heirs Training and Development 
    55. HHO Enterprise 
    56. Honey Cube Projects & Services (Pty) Ltd 
    57. Hot To Go Training College and Services 
    58. I Care Resource Centre 
    59. Ikaheng HR Services Pty Ltd 
    60. Ikamvelihle Youth Development (Pty) Ltd 
    61. ILG & H 
    62. Imbewu Development Institute (Pty) Ltd 
    63. In House Media Instruction 
    64. INDLELA - (OLD COTT) - OLIFANTSFONTEIN 
    65. INDUSTRIES EDUCATION & TRAINING INSTITUTE - PE TTC 
    66. Inkqubela Consultants 
    67. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    68. INTERGRATED SECURITY CONSULTANT COLLEGE PTY LTD DURBAN 
    69. Intuthuko Yesizwe Community Organisation 
    70. Isamon Vocational College of Excellence Pty Ltd 
    71. Isibani Skills Academy 
    72. Isibani Soluntu Development Trust 
    73. Ithemba Lomphakathi Community Organisation 
    74. Jazz Expression 
    75. JOOD SOLUTIONS (PTY) LTD 
    76. K-BONENG CONSULTING SERVICES (PTY) LTD 
    77. KayDee Project Management Cc 
    78. Kenako Investments 
    79. Khazimula Diamond (Pty) Ltd 
    80. Kingdom Varsity College (Pty) Ltd 
    81. KITSO TRAINING AND DEVELOPMENT 
    82. Kwamahlati Training Services cc 
    83. Learncorp 
    84. Learning Exchange Pty (Ltd) 
    85. Legal Environment Safety & Health Requirements cc 
    86. Letaba TVET College 
    87. LifeLine Pietermaritzburg 
    88. LIMPING BULL (PTY) LTD 
    89. LLSM (Pty) Ltd 
    90. Longata Consultant 
    91. LOW FLOW CONSTRUCTION AND ENGINEERING 
    92. MAFOHLA SOLUTION 
    93. Makwedeng Training 
    94. Malitinne (Pty) Ltd 
    95. Maliwa Investment (Pty)Ltd 
    96. Mananthatshema Skills Dev. Centre 
    97. Marematlou Training Institute 
    98. Maritime Business Institute 
    99. Mearnsii Trading cc 
    100. Megro Learning 
    101. MENTORNET (PTY) LTD 
    102. Mgadaveni Training Projects (Pty) Ltd 
    103. MIET Africa 
    104. Mlasimbi Catering Primary Co-operative Limited 
    105. MMAKAU TRAINING INSTITUTE (PTY) LTD 
    106. MMBG Trading & Consulting 
    107. MORTERBOARD TRAINING SOLUTIONS (PTY) LTD 
    108. Mphahle Consultancy (Pty) Ltd 
    109. Mukwevho Training and Development 
    110. MULES CONSULTING 
    111. MVIMBI BUSINESS ENTERPRISE 
    112. Ndoma Mathodi Trading Enterprise 
    113. New Heights 1082 
    114. Ngcebo Consulting (Pty) Ltd 
    115. NKANYEZI FOUNDATION 
    116. NKR CONSULTING ENGINEERS 
    117. Nkulungwane General Trader cc 
    118. NNITE TRADING ENTERPRISE CC 
    119. Nolwazi Dev Centre (Pty) Ltd 
    120. Nomzumbe Trading & Projects (Pty) Ltd 
    121. Noni Community Development 
    122. NOSA LOGISTICS PTY LTD 
    123. Nosino Projects (Pty) Ltd 
    124. NTEK PTY LTD 
    125. Nteko Investments 
    126. Ntevho-Ketso Training and Recruitement Consultancy cc 
    127. NTI College 
    128. Ntuthuko Projects & Services 
    129. Nurture-Nature Resources (Pty) Ltd 
    130. O & K PROJECT (PTY) LTD 
    131. Optimi Workplace 
    132. Optimum Capacity (Pty) Ltd 
    133. OWETHU CONNECTIONS (PTY) LTD 
    134. Pectosource (Pty) Ltd 
    135. Phambile Skills Training (Pty) Ltd 
    136. Phephani Learnerships cc 
    137. PIONEER BUSINESS CONSULTING (PTY) LTD 
    138. PIONEERS SKILLS DEVELOPMENT INSTITUTE 
    139. Platorand Training Centre 
    140. PMA Holding (Pty) Ltd 
    141. Premier Agric (Pty) Ltd 
    142. Primeserv Corporate Solutions (Pty) Ltd 
    143. Prispiri (Pty) Ltd 
    144. Professional Development and Training Institute (Pty) Ltd 
    145. PUTCO Limited 
    146. PUTCO Pty Ltd 
    147. QEQE CONSULTING (PTY) LTD 
    148. Qualfurn Training & Projects 
    149. RCL Foods-Sugar & Milling (MP) 
    150. RED Management Consultants 
    151. Redefined Skills Training & Development (Pty) Ltd 
    152. Rekopane Training Centre CC 
    153. Retshetse Training Project 
    154. RJM Investments 
    155. Royal Express 
    156. Safe and Eco Driving Pty Ltd 
    157. Save the Children South Africa 
    158. Seacrest Investments 156 (Pty) Ltd 
    159. SEANEGO INTERGRATED NATURAL RESOURCES MANAGEMENT 
    160. Setlakala Business Development 
    161. Sibalwethu Consultants (Pty) Ltd 
    162. Sigodi Development Services and Associates (SDS) cc 
    163. Silalele Consultants (Pty) Ltd 
    164. SISODZWA CONSULTING 
    165. SIWAVILE TRADING (PTY) LTD 
    166. Siyasanga Training Centre 
    167. SOL-TECH OPLEIDINGSENTRUM 
    168. South African Forestry Training College 
    169. Southern African Youth Movement 
    170. Southern Ambition 171 
    171. SPINA Consultancy cc Cape Town 
    172. Spotru Training Centre 
    173. SPS Consulting (Pty) Ltd 
    174. Sunrise Skills Training 
    175. TAG TEC TRAINING, PIETERMARITZBURG 
    176. Take Note Trading 227 cc 
    177. Taletso FET College - Central Office 
    178. Thabelanang t/a Thabelanang Trading Enterprise 
    179. ThabileTrade 1054 cc 
    180. The Brokers Learning Centre 
    181. THE FINISHING COLLEGE (PTY) LTD 
    182. The Fundamentals Training Centre 
    183. THE GMC GROUP PTY LTD 
    184. The Skills Development Hub (Pty) Ltd 
    185. Thembekile training consulting 
    186. THOBOLOGO TRAINING & EDUCATION GROUP 
    187. Thunderflex3 Pty (Ltd) 
    188. Thuto Ya Setshaba Training Services (Pty) Ltd 
    189. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    190. TIESPRO (Pty) Ltd 
    191. Tirhani SkillsTraining Pty Ltd 
    192. TMG Quality Services 
    193. TONDOROX (PTY) LTD 
    194. Tonex Management Solutions 
    195. Train Learn and Develop Ltd 
    196. TRAINING INNOVATION OF SOUTH AFRICA 
    197. TRINITY COLLEGE (PTY) LTD 
    198. Try Easy Electrical Solutions 
    199. TSHWANE LEADERSHIP AND MANAGEMENT ACADEMY (PREMOS) 
    200. TWINMARK STRATEGY AND MANAGEMENT CONSULTANTS 
    201. Two-a-Day Group (Pty) Ltd 
    202. Ubucubu Home Industries 
    203. Udumo Training & Develoment (Pty) Ltd 
    204. Uitenhage Despatch Development Initiative 
    205. Ulwazi Training & Development 
    206. Umgano Foundation (NPC) 
    207. Umlozi Skills Centre (Pty) Ltd 
    208. UMPHA DEVELOPMENT SERVICES 
    209. URSIVOX (PTY) LTD 
    210. Value at Hand (Pty) Ltd 
    211. VEB CELE & Associates (Pty) Ltd 
    212. Vicmat Consultants 
    213. VPK BUSINESS VENTURE C C 
    214. Westrand Graduate Institute Training and Engineering (Pty) Ltd 
    215. Wildfire Development Training Agency 
    216. Wildlife and Environment sociey of SA 
    217. Wilratty Consultants (Pty) Ltd 
    218. Womens Leadership & Empowerment Initiative 
    219. World Pace Development & Training Institute (Pty) Ltd 
    220. World Pace Development and Training Institute 
    221. Xisana Engeneering and Supply Pty Ltd 
    222. Yangantle Trading 
    223. York Timbers Pty Ltd 
    224. ZUCRO PROJECT CC 


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