SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

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

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

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

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

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

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

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

    Specific Outcomes and Assessment Criteria: 

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

    ASSESSMENT CRITERIA
     

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

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

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

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

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

    A range of assessment methods should be used, including:

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

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

  • SPECIFIC OUTCOME 2 
    Describe transmission routes. 

    ASSESSMENT CRITERIA
     

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

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

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

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

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

    A range of assessment methods should be used, including:

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

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

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

    ASSESSMENT CRITERIA
     

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

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

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

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

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

    A range of assessment methods should be used, including:

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

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

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

    ASSESSMENT CRITERIA
     

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

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

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

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

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

    A range of assessment methods should be used, including:

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

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

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

    ASSESSMENT CRITERIA
     

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

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

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

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

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

    A range of assessment methods should be used, including:

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

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

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

    ASSESSMENT CRITERIA
     

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

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

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

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

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

    A range of assessment methods should be used, including:

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

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


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

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

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

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


    Critical Cross-field Outcomes (CCFO): 

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

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

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

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

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50225   General Education and Training Certificate: General Forestry  Level 1  NQF Level 01  Reregistered  2023-06-30  FPMSETA 
    Core  57829   General Education and Training Certificate: Grain Handling Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Core  48495   General Education and Training Certificate: Water Services  Level 1  NQF Level 01  Reregistered  2023-06-30  EWSETA 
    Core  20287   National Certificate: Farming  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Core  23473   National Certificate: Community Water, Health and Sanitation Promotion  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2008-06-11  Was EWSETA until Last Date for Achievement 
    Core  20415   National Certificate: Conservation Resource Guardianship  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2008-02-06  Was CATHSSETA until Last Date for Achievement 
    Core  48433   National Certificate: Conservation: Species Care in Controlled Environments  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Core  20288   National Certificate: Farming  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  50226   National Certificate: Rooibos Processing  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  50227   National Certificate: Rooibos Production  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  48400   National Certificate: Sugar Processing  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  17174   National Certificate: Tourism: Guiding  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Core  49279   National Certificate: Victim Empowerment and Support  Level 2  NQF Level 02  Reregistered  2023-06-30  HW SETA 
    Core  22673   National Certificate: Wastewater Process Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was EWSETA until Last Date for Achievement 
    Core  60169   National Certificate: Water and Wastewater Reticulation Services  Level 2  NQF Level 02  Reregistered  2023-06-30  EWSETA 
    Core  58951   National Certificate: Water and Wastewater Treatment Process Operations  Level 2  NQF Level 02  Reregistered  2023-06-30  EWSETA 
    Core  24193   National Certificate: Water Purification Process Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was EWSETA until Last Date for Achievement 
    Core  50228   National Certificate: Wool and Mohair Handling  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Core  50398   National Certificate: Project Support Service  Level 3  NQF Level 03  Reregistered  2023-06-30  SERVICES 
    Core  23708   National Certificate: Community Water, Sanitation and Health Facilitation  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2008-06-11  Was EWSETA until Last Date for Achievement 
    Fundamental  64652   National Certificate: Hairdressing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2009-04-08  As per Learning Programmes recorded against this Qual 
    Fundamental  36233   National Certificate: Specialist Hygiene and Cleaning Services  Level 2  NQF Level 02  Reregistered  2023-06-30  SERVICES 
    Fundamental  48907   National Certificate: Wastewater Reticulation Services  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered" 
    2007-06-09  Was EWSETA until Last Date for Achievement 
    Fundamental  23475   National Certificate: Water Reticulation Services  Level 2  NQF Level 02  Reregistered  2023-06-30  EWSETA 
    Fundamental  65111   National Certificate: Beauty Technology  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2011-02-16  As per Learning Programmes recorded against this Qual 
    Fundamental  49216   National Certificate: Pipeline Operations  Level 3  NQF Level 03  Reregistered  2023-06-30  TETA 
    Fundamental  48905   National Certificate: Wastewater Reticulation Services  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2008-02-19  Was EWSETA until Last Date for Achievement 
    Elective  48642   General Education and Training Certificate Housing: Housing Consumer Education  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2009-05-13  Was CETA until Last Date for Achievement 
    Elective  23093   General Education and Training Certificate: Development Practice  Level 1  NQF Level 01  Reregistered  2023-06-30  ETDP SETA 
    Elective  65969   General Education and Training Certificate: Human Settlements Development  Level 1  NQF Level 01  Reregistered  2023-06-30  CETA 
    Elective  24199   National Certificate: Community Conservation: Liaison and Support  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered" 
    2006-04-09  CATHSSETA 
    Elective  48806   National Certificate: Craft Production  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Elective  71491   National Certificate: Equine Studies  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Elective  22439   National Certificate: International Trade  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was TETA until Last Date for Achievement 
    Elective  48695   National Certificate: Measurement, Control and Instrumentation  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2009-04-08  Was EWSETA until Last Date for Achievement 
    Elective  48887   National Certificate: Hiring Services and Support  Level 3  NQF Level 03  Reregistered  2023-06-30  SERVICES 
    Elective  58308   National Certificate: Informal Small Business Practice  Level 3  NQF Level 03  Reregistered  2023-06-30  W&RSETA 
    Elective  13716   National Certificate: Professional Driving  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2006-06-29  TETA 
    Elective  23094   Further Education and Training Certificate: Development Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-09-09  ETDP SETA 
    Elective  23095   Higher Education and Training Certificate: Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. 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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