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.	AGB Finance
3.	AGB MATHE BUSINESS SERVICES
4.	Agisanang SA Training
5.	Aids Consortium
6.	AL Abbott and Associates (Pty) Ltd
7.	Aldabri 106 Institute for Quality Pty Ltd
8.	Algoa Bus Company
9.	ALL CONNECTIONS TRAINING AND CONSTRUCTION (PTY) LTD
10.	Amagema Development Consultants cc
11.	AMBROSER SOLUTIONS (PTY) LTD
12.	Amos / Kgaphamadi Community Organisation
13.	Aniathu Trading (Pty) Ltd
14.	AQUILA TRAINING
15.	Arden School of Management (Pty) Ltd
16.	Assured Vocational Skills Institute (Pty) Ltd
17.	ATTI NELSPRUIT (PTY) LTD
18.	AVIWE BUSINESS DEVELOPMENT SERVICES
19.	Ayasaphe Trading cc
20.	Babina Tlou Trading and Projects 001
21.	Bafikile Skills & Consulting Services (Pty) Ltd
22.	Bakgoni Empowerment Centre (Pty) Ltd
23.	Balemi Consulting Pty Ltd
24.	Better beginning trading and projects pty ltd
25.	Big Tree Group (Pty) Ltd
26.	Blanket Security and SHEQ Solutions
27.	BLUE POINTER ENERGY
28.	Bontham Training & Agricultural Consultants
29.	Broadway Sky Trading
30.	Buscor
31.	Cebelihle (Pty) Ltd
32.	Centre of Hope
33.	Chamonix Consulting (Pty) Ltd
34.	CHILUTSI TRADING ENTERPRISE
35.	Chippa Training Academy (Pty) Ltd
36.	Circleway College
37.	CITIVIEW TRADING AND PROJECTS
38.	CMO Logistics Pty Ltd
39.	Coalition Trading 1238 cc
40.	College of Vocational Studies (Pty) Ltd
41.	Cradle Stars Trading Enterprise (Pty) Ltd
42.	CTC COLLEGE (PTY) LTD
43.	D M Management and Consulting
44.	Dabulamanzi & Njabulo Ndaba Consulting cc
45.	DINALEDI MANAGEMENT AND SERVICE
46.	DINALEDI MANAGEMENT AND SERVICES
47.	Ditiropele Development and Maintenance Services
48.	Duzi-Corp 56
49.	Ebotse Development and Training Centre
50.	Ekurhuleni Artisans & Skills Training Centre (Pty) Ltd
51.	ELECTRICAL TRAINING CONSULTANTS
52.	Elimofo Trading& Projects
53.	ENB Training Service(PTY)Ltd
54.	ERGO MAPHELONG INSTITUTE (PTY) LTD
55.	Eshet Chayil Concepts (Pty) Ltd
56.	ESKOM DISTRIBUTION NORTH WESTERN REGION, BLOEMFONTEIN
57.	ETS Emergency Training Solutions (Pty) Ltd
58.	EZTrade 441
59.	Faithworks Development Consultants (Pty) Ltd
60.	Fundakahle Multi-Purpose Co-operative Limited
61.	Furniture World Training Centre
62.	Future Discovery Training Academy CC
63.	Future-Teacher (Pty) Ltd
64.	Gauteng City College
65.	Gcinumbuso (Pty) Ltd
66.	Gemini Stars (Pty) Ltd
67.	Gerotek Test Facilities
68.	GG SQUARED PROJECTS
69.	GNBR Solutions (Pty) Ltd
70.	GNS ENTERPRISE (PTY) LTD
71.	Golden Arrow Bus Services_pty Ltd
72.	Grabouw Skills Centre (Pty) Ltd
73.	Green Enviro & Projects (Pty)Ltd
74.	GT Design
75.	HAZYVIEW WATER SKILLS ACADEMY
76.	He and She Driver Training Centre
77.	HEIRS TRAINING AND DEVELOPMENT PTY LTD
78.	HHO Enterprise
79.	HIZONEX PTY LTD
80.	Hlelolusha Consultants (Pty) Ltd
81.	Honey Cube Projects & Services (Pty) Ltd
82.	Hot To Go Training College and Services
83.	Hybrid Dynamics
84.	I Care Resource Centre
85.	Ikaheng HR Services Pty Ltd
86.	Ikamvelihle Youth Development (Pty) Ltd
87.	ILG & H
88.	ILINGE LABANTU TRAINING INSTITUTE
89.	Imbewu Development Institute (Pty) Ltd
90.	In House Media Instruction
91.	INDLELA - (OLD COTT) - OLIFANTSFONTEIN
92.	Indub Trading c.c.
93.	INFINITE DIMENSION CONSULTING
94.	INFRASTRUCTURE CONSULTING ENGINEERS CC
95.	Inkqubela Consultants
96.	INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc
97.	Intuthuko Yesizwe Community Organisation
98.	Inyapa Vhusiku Consulting Pty Ltd
99.	IQ Skills Academy (PTY) LTD.
100.	IQRAAM DEVELOPMENT CONSULTANCY (PTY) LTD
101.	Isamon Vocational College of Excellence Pty Ltd
102.	Isibani Skills Academy
103.	Isibani Soluntu Development Trust
104.	Ithemba Lomphakathi Community Organisation
105.	Jazz Expression
106.	JOOD SOLUTIONS (PTY) LTD
107.	K-BONENG CONSULTING SERVICES (PTY) LTD
108.	KayDee Project Management Cc
109.	Kenako Investments
110.	Khazimula Diamond (Pty) Ltd
111.	Kingdom Varsity College (Pty) Ltd
112.	KITSO TRAINING AND DEVELOPMENT
113.	Kuhlemaphitha Trading (Pty) Ltd
114.	Kusabelele Investments
115.	Kwamahlati Training Services cc
116.	LANTHIE CHEMZ DISTRIBUTORS (PTY) LTD
117.	Learncorp
118.	Learning Exchange Pty (Ltd)
119.	Legal Environment Safety & Health Requirements cc
120.	Lembede Investment Holdings (Pty) Ltd
121.	Lens Plumbers
122.	Letaba TVET College
123.	LifeLine Pietermaritzburg
124.	LIMPING BULL (PTY) LTD
125.	Lisakhanya Skills Development Consultants (Pty) Ltd
126.	Liston Agri Solution & Training Consultancy
127.	LLSM (Pty) Ltd
128.	Longata Consultant
129.	LOW FLOW CONSTRUCTION AND ENGINEERING
130.	Maab Training Management ( Pty) Ltd
131.	MAFOHLA SOLUTION
132.	Makwedeng Training
133.	Malitinne (Pty) Ltd
134.	Maliwa Investment (Pty)Ltd
135.	Mananthatshema Skills Dev. Centre
136.	MAQHOBOZA CONSULTANTS CC
137.	Marematlou Training Institute
138.	Mavco Engineering (Pty) Ltd
139.	Maxlen Holdings (Pty) Ltd
140.	Mberwana Trading Enterprise
141.	Mearnsii Trading cc
142.	Media Works
143.	Megro Learning
144.	MENTORNET (PTY) LTD
145.	Mgadaveni Training Projects (Pty) Ltd
146.	MIET Africa
147.	MILNEX - BALFOUR
148.	Mlasimbi Catering Primary Co-operative Limited
149.	MMAKAU TRAINING INSTITUTE (PTY) LTD
150.	MMBG Trading & Consulting
151.	MMESELANE CONSTRUCTION
152.	Monarch Training
153.	MORTERBOARD TRAINING SOLUTIONS (PTY) LTD
154.	Mphahle Consultancy (Pty) Ltd
155.	MPUMAMANZI ACADEMY (PTY) LTD
156.	Mukwevho Training and Development
157.	MULES CONSULTING
158.	MUNICIPAL TRAINING & DEVELOPMENT INSTITUTE
159.	MVIMBI BUSINESS ENTERPRISE
160.	Ndoma Mathodi Trading Enterprise
161.	New Business Initiative Management Consultancy
162.	NEW HEIGHTS 1082 PTY LTD
163.	NEW HOPE REVIVAL ORGANISATION
164.	Ngcebo Consulting (Pty) Ltd
165.	Nikwe Trading (Pty) Ltd
166.	NKANYEZI FOUNDATION
167.	NKR CONSULTING ENGINEERS
168.	Nkulungwane General Trader cc
169.	NNITE TRADING ENTERPRISE CC
170.	NokushoM Consultancy & Trading (Pty) Ltd
171.	Nolwazi Dev Centre (Pty) Ltd
172.	Nomzumbe Trading & Projects (Pty) Ltd
173.	Noni Community Development
174.	NOSA LOGISTICS PTY LTD
175.	Nosino Projects (Pty) Ltd
176.	Nqothu Projects (PTY) LTD
177.	NTEK PTY LTD
178.	Nteko Investments
179.	Ntevho-Ketso Training and Recruitement Consultancy cc
180.	NTI College
181.	Ntingantakandini Training, Education and Development Company
182.	Ntuthuko Projects & Services
183.	Nurture-Nature Resources (Pty) Ltd
184.	Nurtured Minds Trading (Pty) Ltd
185.	O & K PROJECT (PTY) LTD
186.	Optimum Capacity (Pty) Ltd
187.	OWETHU CONNECTIONS (PTY) LTD
188.	Oyama Kulwazi Training & Consulting (Pty) Ltd
189.	PAKANYO TRADING CC
190.	Pectosource (Pty) Ltd
191.	Pesac Professional Training (Pty) Ltd
192.	Phambile Skills Training (Pty) Ltd
193.	PHATHUTSHEDZO CONNSULTING TRAINING PROVIDER
194.	Phephani Learnerships cc
195.	Phetho Concepts (Pty) Ltd
196.	Pinus Tech Technologies Trading and Projects
197.	PIONEER BUSINESS CONSULTING (PTY) LTD
198.	PIONEERS SKILLS DEVELOPMENT INSTITUTE
199.	Platorand Training Centre
200.	PMA Holding (Pty) Ltd
201.	Polly Maths Sci (Pty) Ltd
202.	Poly Maths Sci (Pty) Ltd
203.	PRAXIS TRAINING AND CONSULTANCY (PTY) LTD
204.	Premier Agric (Pty) Ltd
205.	Prempie Business Solutions (Pty) Ltd
206.	Primeserv Corporate Solutions (Pty) Ltd
207.	Prispiri (Pty) Ltd
208.	Pro Meetse
209.	Professional Development and Training Institute (Pty) Ltd
210.	PTDEV (PTY) LTD
211.	PUTCO Limited
212.	PUTCO Pty Ltd
213.	QEQE CONSULTING (PTY) LTD
214.	Qualfurn Training & Projects
215.	QUALITY LEARNING NETWORK
216.	QUARPHIX CC
217.	Rally Business Consulting PTY LTD
218.	RCL Foods-Sugar & Milling (MP)
219.	Rekopane Training Centre CC
220.	Retshetse Training Project
221.	RJM Investments
222.	Royal Express
223.	Russel Meaker cc
224.	Safe and Eco Driving Pty Ltd
225.	Safe Heavens Properties (Pty) Ltd
226.	Save the Children South Africa
227.	Seacrest Investments 156 (Pty) Ltd
228.	SEANEGO INTERGRATED NATURAL RESOURCES MANAGEMENT
229.	Setlakala Business Development
230.	Sibalwethu Consultants (Pty) Ltd
231.	Sigodi Development Services and Associates (SDS) cc
232.	Silalele Consultants (Pty) Ltd
233.	SISODZWA CONSULTING
234.	SIWAVILE TRADING (PTY) LTD
235.	Siyasanga Training Centre
236.	SKILLS TRAINING RESOURCES GROUP
237.	Sko Group (Pty) Ltd
238.	SOL-TECH OPLEIDINGSENTRUM
239.	South African Forestry Training College
240.	Southern African Youth Movement
241.	Southern Ambition 171
242.	SPINA Consultancy cc Cape Town
243.	SPLS Consultants (Pty) Ltd
244.	Spotru Training Centre
245.	SPS Consulting (Pty) Ltd
246.	Sunrise Skills Training
247.	SWARANANG DEVELOPMENT AGENCY
248.	TAG TEC TRAINING, PIETERMARITZBURG
249.	Take Note Trading 227 cc
250.	Taletso FET College - Central Office
251.	TBL Empowerment Hub
252.	Thabelanang t/a Thabelanang Trading Enterprise
253.	ThabileTrade 1054 cc
254.	The Brokers Learning Centre
255.	THE FINISHING COLLEGE (PTY) LTD
256.	The Fundamentals Training Centre
257.	THE GMC GROUP PTY LTD
258.	The Skills Development Hub (Pty) Ltd
259.	Thembekile training consulting
260.	THOBOLOGO TRAINING & EDUCATION GROUP
261.	Thunderflex3 Pty (Ltd)
262.	Thuto Ya Setshaba Training Services (Pty) Ltd
263.	Thuto-Botshabelo Training and Projects (Pty) Ltd
264.	TIBZA Consulting (Pty) Ltd
265.	TIESPRO (Pty) Ltd
266.	Tirhani SkillsTraining Pty Ltd
267.	Tiriso Investments
268.	TMG Quality Services
269.	TONDOROX (PTY) LTD
270.	TOURISM & BUSINESS INSTITUTE OF SOUTHERN AFRICA
271.	Train Learn and Develop Ltd
272.	TRAINING INNOVATION OF SOUTH AFRICA
273.	Transnet School of Pipelines
274.	TRINITY COLLEGE (PTY) LTD
275.	TRY EASY ELECTRICAL SOLUTIONS
276.	TSHEPO TRAINING CENTRE
277.	TSHIKAMOTHA TRADING AND TRAINING
278.	TWINMARK STRATEGY AND MANAGEMENT CONSULTANTS
279.	Ubucubu Home Industries
280.	Udumo Training & Develoment (Pty) Ltd
281.	Uitenhage Despatch Development Initiative
282.	Ukubhukuda Trading & Projects 165
283.	UL Projects (Pty) Ltd
284.	Ulwazi Training & Development
285.	Umbuso Training Services
286.	Umgano Foundation (NPC)
287.	Umlozi Skills Centre (Pty) Ltd
288.	UMPHA DEVELOPMENT SERVICES
289.	Uphiwekonke Holdings (Pty) Ltd
290.	URSIVOX (PTY) LTD
291.	Valotech 274 (Pty) Ltd
292.	Value at Hand (Pty) Ltd
293.	VEB CELE & Associates (Pty) Ltd
294.	Verge (Pty) Ltd
295.	Vicmat Consultants
296.	VINMERE M246 TRADING PTY LTD
297.	VPK BUSINESS VENTURE C C
298.	Wal Training (Pty) Ltd
299.	Warona Owethu Projects (Pty) Ltd
300.	Westrand Graduate Institute Training and Engineering (Pty) Ltd
301.	Wildfire Development Training Agency
302.	Wildlife and Environment sociey of SA
303.	Wilratty Consultants (Pty) Ltd
304.	Womens Leadership & Empowerment Initiative
305.	World Pace Development & Training Institute (Pty) Ltd
306.	World Pace Development and Training Institute
307.	Xhamela Development Services
308.	Xisana Engeneering and Supply Pty Ltd
309.	Yangantle Trading
310.	York Timbers Pty Ltd
311.	ZUCRO PROJECT CC

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