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 THAT HAS PASSED THE END DATE:

Clean and maintain area of responsibility

SAQA US ID	UNIT STANDARD TITLE
113818	Clean and maintain area of responsibility
ORIGINATOR
SGB Nature Conservation
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 01 - Agriculture and Nature Conservation			Nature Conservation
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 2	NQF Level 02	8
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-06-30		2029-06-30

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 qualifying learner assessed as competent against this unit standard will be able to clean and maintain area of responsibility within controlled environments for plants and/or animals. The value of the unit standard to the learner is a wide range of career options in the fields of bird parks, aquaria, zoos, botanical gardens, nurseries, other animal holding facilities, breeding centres and rehabilitation centres, protected area management and community conservation. This competence will contribute towards best practices of public exhibition of natural resources. This competence will aid the interaction between captive facilities and the public whilst maintaining the aims of species protection.

UNIT STANDARD RANGE

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

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Select and use correct cleaning material and equipment.

OUTCOME NOTES

For example: Mop versus pressure hose Electrical equipment Garden equipment Appropriate use of equipment Cleaning equipment

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 learners 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 learner 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 learner 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 relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner 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 learner Simulation of a specific task - set a specific task for the learner 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 (e.g.: 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 learners 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. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances

SPECIFIC OUTCOME 2

Follow safety and hygiene procedures.

OUTCOME NOTES

For example: Wear protective clothing Observe appropriate distance from enclosure Personal safety Personal hygiene Disinfecting procedures Public safety / Occupational safety Report irregularities

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 learners 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 learner 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 learner 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 relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner 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 learner Simulation of a specific task - set a specific task for the learner 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 (e.g.: 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 learners 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. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances.

SPECIFIC OUTCOME 3

Evaluate and maintain area of responsibility within facility.

OUTCOME NOTES

For example: Identify potential hazards Man-hole covers Splintered wood, nails and broken wire etc. Unsafe areas Slippery surfaces Electrical cables and connections Railings Sick animals Escaped animals Water, blocked drains and leaking pipes Aesthetics

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 learners 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 learner 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 learner 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 relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner 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 learner Simulation of a specific task - set a specific task for the learner 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 (e.g.: 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 learners 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. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances

SPECIFIC OUTCOME 4

Mix and apply appropriate disinfectants.

OUTCOME NOTES

For example: Choose appropriate chemicals Correct concentrations Safety precautions Correct application procedure Personal protective equipment.

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 learners 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 learner 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 learner 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 relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner 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 learner Simulation of a specific task - set a specific task for the learner 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 (e.g.: 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 learners 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. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances.

SPECIFIC OUTCOME 5

Dispose of waste as prescribed by the organisation.

OUTCOME NOTES

For example: Biological waste procedures Dead animals Chemical waste Medical waste Recycling procedures (e.g. glass, paper, cans, foods and fuels) Composting Applicable legal aspects

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 learners 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 learner 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 learner 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 relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner 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 learner Simulation of a specific task - set a specific task for the learner 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 (e.g.: 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 learners 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. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances.

SPECIFIC OUTCOME 6

Maintain and request stocks.

OUTCOME NOTES

For example: Basic applicable legal aspects Keep records Follow operational procedures

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 learners 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 learner 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 learner 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 relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner 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 learner Simulation of a specific task - set a specific task for the learner 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 (e.g.: 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 learners 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. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate knowledge and understanding of: Different cleaning materials available Importance of using correct materials Functioning of different equipment and chemicals Relevant actions of animals Importance of rectifying hazards Importance of following safety and hygiene procedures Reporting procedures Relevant disposal techniques Maintaining a stock register

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to specific outcomes: Select and use correct cleaning material and equipment. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation.

UNIT STANDARD CCFO WORKING

Team work relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures.

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks

UNIT STANDARD CCFO COMMUNICATING

Communication relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks.

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to specific outcomes: Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation.

UNIT STANDARD CCFO CONTRIBUTING

Professional development relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks.

UNIT STANDARD ASSESSOR CRITERIA

N/A

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

Values Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of: The value of the facility within the field of natural resource management and to society Protection and preservation of natural resources The role captive facilities play in terms of general environmental education Ecological and social rights, benefits and responsibilities Empathy towards living natural resources Supplementary information The learner should have achieved ABET Level 4 numeracy and life skills.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	48433	National Certificate: Conservation: Species Care in Controlled Environments	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Elective	49605	National Certificate: Environmental Practice	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	LG 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.	A.S.A.P Training And Consulting
2.	A4 Consultancy Cc
3.	Aba Sebenzi
4.	Abems Training Institute (Pty) Ltd.
5.	Academy (Pty) Ltd
6.	Africawide Consulting
7.	Aga Sechaba Community Projects
8.	Agisanang SA Training
9.	Akanani Consulting (Pty) Ltd
10.	Akha Unique telecoms (pty) ltd
11.	Altec Training And Consulting
12.	Amabamba Recruitment
13.	Amangile Academy (Pty) Ltd
14.	Amg Training And Hygiene Consultants
15.	AMODA LEGAL CONSULTING
16.	Anicrop Training
17.	Atlegang Training Consulting
18.	Atvance Academy Pty Ltd
19.	Avax Sa 481 Cc. T/A Mandisa Development Services
20.	Azitjhewi Construction
21.	Baledi And Lutramark
22.	Bantubanye Skills
23.	Basiea Development And Training
24.	Bazalwane Business Partners
25.	Bendle Training And Projects
26.	Bendrew Trading
27.	Bettes - Types Trading And Projects
28.	Big Start Training And Development
29.	Bikologix Projects
30.	Bizzy Fire Control Cc.
31.	Bmst Consulting
32.	Bo Support Services Cc
33.	Bogolo Ba Thuto Training Academy
34.	Boikgantsho Consulting & Events
35.	Boiponahatso Enterprise
36.	Bokamoso Urban Planners
37.	Boni Africa Events & Development
38.	Brightstone Academy
39.	Brilliant Affairs (PTY) Ltd
40.	Bull's Business and Skills Training Institute
41.	Business Circle Consultation
42.	Buyisiwe Management Services (Pty) Ltd
43.	Camblish Training Institute (Pty) Ltd
44.	Cape Peninsula University of Technology
45.	Career Builders Academy Pty Ltd
46.	Careers IT (Pty) Ltd
47.	Central Bridge Trading 109
48.	Chloroflash (Pty) Ltd
49.	Christian Campus Bible College
50.	Classic Human Capital Solutions
51.	Clean Heat Academy (Pty) Ltd
52.	Coceka Consulting
53.	Colgene Group
54.	Connex Marketing Cc
55.	Cradle Stars Trading Enterprise
56.	Cre8Ive Organisational Development
57.	Creative Venture Joint Trading And Projects
58.	Ctc College
59.	Cymbol Consulting(Pty) Ltd.
60.	D and D Lwazi Renaissance Research and Development Institute
61.	Daily Double Traiding 281
62.	Danearl (Pty) Ltd
63.	Dean Institute Of Learning (Pty) Ltd
64.	Dee's Training (PTY) LTD
65.	Dijama Training Academy
66.	Dintshang Trading
67.	Ditirelo Skills Development Services
68.	Divhani Environmental And Engineering Solutions
69.	Dumakude
70.	Dynamic Sheq Solutions
71.	E Mali Outsourcing Cc
72.	East Cape Training Centre
73.	Eastern Rose Enterprise
74.	Eco Partners
75.	Ecoculture Training And Consultancy
76.	Edutraining Business College
77.	Ehsq System Matter
78.	Ekurhuleni West Public FET College - Germiston Campus
79.	Elangeni Consulting
80.	Elangeni Consulting (PTY) LTD
81.	ELASON PRO-ACTIVE SECURITY (PTY) LTD
82.	Elective Training Institute Enterprise Cc
83.	Elgin Community College
84.	Empilweni Management Solutions cc
85.	Enp Holdings (Pty) Ltd
86.	Environmental Leadership Academy
87.	ENVOY PLANET CONSULTING AND PROJECTS (PTY) LTD
88.	Eskilz College (Pty) Ltd
89.	Essential Skills
90.	Eukon Engineering And Projects
91.	Falcon Business Institute (Pty) Ltd
92.	Faranang Marketing
93.	Finito Training And Consultancy
94.	Fire Protection Association Of Southern Africa
95.	Freddy Mfana Trading Enterprise
96.	Future Discovery Training Academy
97.	Gaegolelwe Consultancy (Pty) Ltd
98.	General Economic Analysis
99.	Giamanje Tvet College
100.	Giant Alive Group
101.	Glentech Innovative Design Concepts
102.	Glere Skills And Consultants
103.	Global Links Corporate Training (Pty) Ltd
104.	Globalwise Training & Consulting (Pty) Ltd.
105.	Goitsikitso Enterprise Trading
106.	Gordtech Industries
107.	Green Horizon Consulting (Pty) Ltd
108.	Green Prints Consulting And Projects
109.	Groen Mintirho (Pty)Ltd
110.	Growing Cherries Consulting Services
111.	Growth Management Consulting
112.	HDPSA
113.	Heavenly Button Trading Cc
114.	Hercuscope
115.	Heros Fire Protection Services Cc
116.	Hlombe And Associates
117.	Hs Global Skills Business Solutions
118.	Icando
119.	Ilanga Libalele Institute PTY LTD
120.	Ilinge Labantu Debt Solution
121.	Inafrica General Trading Pty Ltd
122.	Independent Development Trust
123.	Injeje Training
124.	Inkwazi Learning Network
125.	Insika Foundation
126.	Institute For Local Government And Housing
127.	Institute Of Cooperatives And Community Economic Development
128.	Institute of Health and Social Care Studies
129.	Integrated Waste And Recycling Services(Iwars)
130.	Isiphephelo Consultants
131.	Ithemba Community Development
132.	Ito Focus Reagile
133.	Itumeleng Wellness Solutions
134.	Iviyo Landscaping (Pty) Ltd
135.	Izazi Training Solutions
136.	Izwelethu Black Diamond
137.	Jobafrik Consulting
138.	Josmap Training Institute
139.	Jpm & Associates
140.	Jrt3 Jobcreation Rehabilitation Through Training And Technology (Pty) Ltd
141.	Jumpstart Training Institute
142.	K And Z Projects Training And Development
143.	Kagisho Business Concepts (Pty) Ltd
144.	Kalideen Investment T/A Kalvest
145.	KALIDEEN MANAGEMENT SERVICES
146.	Kappia Consulting Services
147.	Kay Beez Development Projects
148.	KEITSHEPILE TRADING AND PROJECTS
149.	Kenlet Educational Projects
150.	Kenmab Training Centre
151.	Kephama Training Solutions
152.	Keptel
153.	Kernel Management And Consulting (Pty) Ltd.
154.	Kgaka Kgolo Institute
155.	Kgakishe Trading And Projects (Pty) Ltd
156.	Kgang-Kgolo Consulting
157.	Kharindy Training Institution (Pty) Ltd
158.	Khatheo Trading And Projects (Pty) Ltd
159.	Khehli Institute
160.	KHOSITHI TRAINING
161.	Khubiso Enterprise (Pty) Ltd
162.	Khula Ke Training
163.	Khula Nonke Training & Development
164.	Khulani Skills Development Centre
165.	Khumba Energy
166.	Kn Business Solutions
167.	Knowledge Production
168.	Kobodimo Trading
169.	Kowolwazi Trading Enterprise
170.	Kuenta Consulting
171.	Kuyakhula Development Initiatives
172.	Kwazulu Skills Academy
173.	Kwem Management Solutions
174.	Kwindla Institute of Learning and Consulting
175.	Lapa La Afrika Farming And Projects
176.	Lavinda Trade And Invest
177.	Lead Academy Pty Ltd
178.	Lee And Spirit Training And Development Enterprise
179.	Legacy Imbizo Training & Development Consultants
180.	Leronsa Trading Enterprise
181.	Lesechaba Services
182.	Lesias Educational Services
183.	Letlhokoa Management Services Cc
184.	Letsete Behub
185.	Letzaa Group
186.	Lih Consulting And Projects
187.	Limadi Industrial Projects
188.	Lip Holding (Pty) Ltd
189.	Livhus Consulting Service
190.	Lizwa Ntlabati Trading Cc
191.	Loago Business Consulting
192.	Londimvelo Consultants
193.	Lorpen Investments
194.	M.I.C. Training And Development
195.	Maab Training Management ( Pty) Ltd
196.	Mafusega Projects
197.	Magumzane Traiding Cc
198.	Mahayi Hrd Services Cc
199.	Makaota Training Consultants
200.	Makavila Suppliers Cc.
201.	Malanga Management Services
202.	Malizana Projects CC
203.	Maluka Safety House
204.	Mamuhle Academy
205.	Mangalani Business Enterprises
206.	Marcado Human Resources Strategies
207.	Mars Business Consulting
208.	Masheshafike (Pty) Ltd
209.	Mashmp Holdings
210.	Mashphe Logistics Services
211.	Masizakhe Leanerships cc
212.	MASM Trading Enterprise (Pty) Ltd
213.	MASS COMUTER TRAINING AND PRINTERS
214.	Mavco Engineering Pty Ltd
215.	MAXIMUM DEVELOPMENT INSTITUTE
216.	Mazasa Management Consulting Cc.
217.	MBD CONSULTING
218.	Mbinga Holdings (Pty) Ltd
219.	Mcebo Technologies
220.	Mementos Consulting Pty Ltd
221.	Mestel Training Solutions (Pty) Ltd
222.	MGM Training & Consulting
223.	Mgwezane Training And Events Management Cc.
224.	Miczo'S Enterprise
225.	Mimoisa Business Solutions Cc
226.	Mind Magic Consulting
227.	Mintirho Development Services
228.	Misol Construction
229.	Mission Point Consulting
230.	Mkhawz Skills Development Consultants
231.	Mmanape Private Technical College Pty Ltd
232.	MMBG Trading And Consulting
233.	Mmg Capital
234.	Mml Consulting Cc.
235.	Mod-Mosh Projects And Consulting (Pty) Ltd
236.	Mohlaje Solutions (Pty) Ltd
237.	Morena Empire Investment
238.	Mortarboard Training Solutions
239.	Moseki Consulting Engineering Training & Development (Pty) Ltd
240.	Mphela Education Training And Development
241.	MUDITAMBI HOLDINGS
242.	Muhangwene Development Enterprise
243.	Multiple Productive Management Solutions
244.	MUNICIPALITY INFRASTRUCTURE SOLUTIONS
245.	MWG Logistical Services
246.	Nalengmokoni Investors (Pty) Ltd
247.	NBnet Consultancy & Projects (Pty) Ltd
248.	Nedtex73
249.	Netgrow Training Solutions
250.	Nettcon Sa
251.	Networx for Career Development
252.	New Hope Revival Organisation
253.	New Minds Training Institute (Pty) Ltd
254.	Nj & L Trading Enterprise Cc.
255.	Nkarise Training and Consulting Services
256.	Nkinane Trading Enterprise
257.	Nkqubela Community Developers
258.	Nkqubela Consulting
259.	Nm Cuts
260.	Nokusho M Consulting And Trading
261.	Nomagwanishe Investments cc
262.	NOMAKU TRADERS CC
263.	Nonunu Projects
264.	Ns Global Academy
265.	Nsuku Management Consultants
266.	Ntoko Kunene Trading
267.	Ntsangalala Business Enterprise
268.	Ntsime Financial Consulting
269.	Nyankwavi Investment Cc.
270.	Okuhle Waste Management & Hazardous Management
271.	Okwethu Invelo Npc
272.	OMNI HR CONSULTING PTY LTD
273.	Outeniqua Leadership Institute
274.	Paramount Training Academy
275.	Pbm Solutions
276.	Peak Health Wellness Solutions (Pty) Ltd
277.	Pebetse Training And Consulting
278.	Petra Institute of Development
279.	Pfim Trading (Pty) Ltd
280.	Phambili Kzn Construction And Development
281.	Phambili Services
282.	PHETHA PROFFESSIONAL SERVICES CC
283.	Philani Solutions
284.	Phumelela Sisonke African Foundation
285.	Pioneer Business Consulting
286.	Pkm Skills And Career Development
287.	PLATINUM ELECTRICAL(PTY) LTD
288.	Pma Holdings (Pty ) Ltd.
289.	Portable Skills Paradigm
290.	Poshido Training
291.	Power Rush Trading 170 Cc.
292.	Powernexus
293.	Princetop Corporative Training (Pty) Ltd
294.	Progressive School Of Business And Engineering (Pty)
295.	Pule Ramasimong Development
296.	Puseletso Trading And Projects
297.	Quick Leap Investment
298.	Quiver Skills Institute
299.	Ratomac Trading Consultants (Pty) Ltd
300.	Rebone Safety And Environmental Consultants
301.	Reflections Development Institute
302.	Remo Holdings Pty Ltd
303.	Rlstp Training & Development (Pty) Ltd.
304.	Rmcii Solutions (Pty) Ltd
305.	Sanctus Holdings Pty Ltd
306.	Seige Trading Solutions
307.	Seitaodi Trading
308.	Senelo Trading Cc
309.	SEOPOSENGOE TRAINING CONSULTANCY CC
310.	SETHIKE TRADING
311.	Shauku (Pty)Ltd
312.	Shirs Vision Compleadev (Pty) Ltd
313.	Silalele Skills Academy (Pty) Ltd
314.	Siljeur Training Academy
315.	Simba Skills Consultants
316.	Simmek Holdings
317.	Simtho Investments (Pty) Ltd
318.	Sinokuhle Konke Trading Enterprise
319.	Sizampiloenhle Trading And Projects (Pty) Ltd
320.	Sjm Squared Construction
321.	Skills Catalyst Consultants
322.	Slj Consultants
323.	Smartmatta (Pty) Ltd
324.	Sobengmo Mining Services
325.	Sonani Skills
326.	Soni Investment
327.	Sonyce Media
328.	South African Institute of Learning (SAIL)
329.	South African Abet Development Agency Saada
330.	South African Corporate Training Association
331.	South African Governance And Business College
332.	South West Gauteng TVET College
333.	SOUTHERN AFRICAN YOUTH MOVEMENT
334.	Spring Forest Trading 578 Cc
335.	Sseh Pty Ltd
336.	STARPLEX 408 CC
337.	Starplex 489 cc
338.	Tachfin Holdings
339.	Talent Centre Training
340.	Talent Emporium Academy (PTY) Ltd
341.	Tanosa Trading CC
342.	Tasc Business Consulting And Training
343.	Technogirl Trust
344.	Teemil Safety Health And Environmental Consultants Pty Ltd
345.	Tembe Service Providers
346.	Thabelanang Trading Enterprise
347.	Thando Consulting Services
348.	The Crimson Co Cc.
349.	The Green Affairs Consulting
350.	The Petit Pois Chef'S Academy
351.	Thembeni Skills Development Trading And Projects
352.	Thinking Mind Trading
353.	Thothi Consulting
354.	Thubelihle Graduate Institute
355.	Thusanang Skills & Training
356.	Thuso Enviro and Agric Development
357.	Thuto Ya Setshaba Training Services (Pty) Ltd
358.	Timothy Fasheun Group Enviromentors (Pty) Ltd
359.	Tirisano Ya Bakwena Consultant
360.	Tld Consulting
361.	Tlotlangthuto Training & Consulting
362.	Tloumogale Business Development & Consulting
363.	Tmp Training And Development
364.	Tonex Management Solutions
365.	Township Fire And Rescure (Pty) Ltd
366.	Trainers without Borders
367.	Training At Work (Pty) Ltd
368.	Transafric Consulting Pty Ltd
369.	Tsebo Ke Bophelo Holdings
370.	Tshamutengu General Trading Cc.
371.	Tshedza Training Technologies (Pty) Ltd
372.	Tshisimani Holdings (Pty) Ltd.
373.	Tshwane College of Commerce and Computer Studies
374.	Tshwane Skills Training Centre
375.	TSK Projects(PTY)LTD
376.	Tuns Trading And Projects (Pty) Ltd
377.	Twin Peak Technologies
378.	TWINMARK STRATEGY AND MANAGEMENT CONSULTANTS
379.	Uan Projects
380.	Ukhamba Quality Skills
381.	Umbuso Training Services
382.	Umfolozi FET College
383.	Umlando Projects Pty Ltd
384.	Umnotho We Afrika Foundation
385.	University Of Business Excellence(Pty)Ltd
386.	University Of Intellectual Excellence (Pty)Ltd
387.	University of Venda
388.	Ursivox Interactive Systems
389.	VEB CELE & Associates (Pty) Ltd
390.	Venus Maintenance And Supply Services
391.	Vicmat Consultants
392.	VISIONARY SKILLS ACADEMY
393.	Vista Chem Consulting
394.	VSL General Trading
395.	VUCA INSTITUTE OF LEADERSHIP DEVELOPMENT
396.	Vumilia Africa Group
397.	Vutivi Training and Skills Development
398.	Wag Consulting
399.	Wasteng (Pty) Ltd
400.	Wbs Group
401.	Wildlife and Enviroment Society of South Africa
402.	World Pace Development And Training Institute
403.	X Foundation
404.	Xl At Consulting Cc
405.	Ya Hina Management Consulting And Projects
406.	YAB Business Solutions
407.	Yonga Umhlaba Waste And Environmental Management Services (Pty)
408.	Zack Donelly Solutions PTY LTD
409.	Zwelixoliletrading Enterprise
410.	Zwide Ka- Langa Dynamics

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