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 THAT HAS PASSED THE END DATE: 

Understand Nature Conservation issues 
SAQA US ID UNIT STANDARD TITLE
8348  Understand Nature Conservation issues 
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  4 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2004-12-02  2007-12-02  SAQA 1657/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-12-02   2011-12-02  

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 understand the way in which the natural world functions at a basic level and conduct nature conservation activities in an environmentally sensitive manner. This competence will contribute to a coherent and sustainable approach in nature conservation. In acquiring this competence the qualifying learner will lay a good foundation for future learning and action, and better understand the broader context of the work s/he does. Achieving this unit standard will enhance employability of the qualifying learner in both nature conservation and other related jobs. 

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

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Broadly explain the concept and principles of nature conservation. 
OUTCOME RANGE 
  • Wise use, preservation vs. utilisation. 
    		•

    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 
    Explain the history of nature conservation and how it impacs upon the present situation. 
    OUTCOME RANGE 
  • the change in emphasis from protectionistm/preservationistm to sustainable use, species conservation to biodiversity conservation, animal - centred to people - centred approaches, protected areas to landscape conservation.
  • key phrases in the development of nature conservation are explained and their impacts on current practice are explored. Explain that conservation occurred in pre-colonial and colonial times (custom, law and protected areas). 
    		•

    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 
    Explain the relevance of nature conservation principles to society. 
    OUTCOME RANGE 
  • the value of conservation should be dealt with from: aesthetics, future generations, ecology, economics, health, recreation and genetics.
  • the value of catchment conservation and indigenous knowledge systems. 
    		•

    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 
    Explain the inter relatedness within ecosystems 
    OUTCOME RANGE 
  • food chains, trophic levels, and the importance of habitat conservation/integrity to the survival of species 
    		•

    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 
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) . 

    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 
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications. 

    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 7 
    Explain the necessity of environmental impact assessment. 
    OUTCOME RANGE 
  • the reasoning and general process of IEM as it relates to the environment and/or development debate. 
    		•

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

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

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • The qualifying learner is able to demonstrate elementary knowledge and understanding of:
  • International, national and local conservation agencies (including NGO's) e.g. IUCN, TRAFFIC, WWF-SA etc
  • The history of conservation.
  • Integrated catchment management.
  • Indigenous conservation practices.
  • Causes of erosion.
  • Environmental Impact Assessment.
  • Red Data Categories.
  • Nature conservation principles (including protectionism, sustainable utilisation, species conservation, landscape conservation, Coastal Zone Conservation).
  • Ecological principles (Ecosystems, food chains, habitat, niche, etc.).
  • Value of Nature Conservation. 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to the following critical cross-field outcomes:

    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the inter relatedness within ecosystems
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

    UNIT STANDARD CCFO WORKING 
    Team work relates to the following critical cross-field outcomes:

    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the inter relatedness within ecosystems
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) categories.
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to the following critical cross-field outcomes:

    Broadly explain the concept and principles of nature conservation
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the inter relatedness within ecosystems
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) categories.
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to the following critical cross-field outcomes:

    Broadly explain the concept and principles of nature conservation
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the inter relatedness within ecosystems
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) categories.
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to the following critical cross-field outcomes:

    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the inter relatedness within ecosystems
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) categories.
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to the following critical cross-field outcomes:

    Broadly explain the concept and principles of nature conservation
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the inter relatedness within ecosystems
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) categories.
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Interrelatedness of systems relates to the following critical cross-field outcomes:

    Broadly explain the concept and principles of nature conservation.
    Explain the history of nature conservation and how it impacts upon the present situation.
    Explain the relevance of nature conservation principles to society.
    Explain the inter relatedness within ecosystems
    Identify locally scarce plants and animals according to the IUCN (The World Conservation Union) categories.
    Explain red data and CITES categories and other degrees of scarcity/abundance and the implications thereof for conservation and management. 

    UNIT STANDARD NOTES 
    VALUES:

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
  • Maintaining essential ecological processes and life-support systems
  • Maintaining genetic, species and ecosystem diversity
  • Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilisation of species and ecosystems
    Thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations.

    SUPPLEMENTARY INFORMATION:

    This unit standard should be kept at a very basic level. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  24199   National Certificate: Community Conservation: Liaison and Support  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered"     		 2006-04-09  CATHSSETA 
    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 
    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. Bbt Business Projects (Pty) Ltd 
    26. Bendle Training And Projects 
    27. Bendrew Trading 
    28. Bettes - Types Trading And Projects 
    29. Big Start Training And Development 
    30. Bikologix Projects 
    31. Bizzy Fire Control Cc. 
    32. Bmst Consulting 
    33. Bo Support Services Cc 
    34. Bogolo Ba Thuto Training Academy 
    35. Boikgantsho Consulting & Events 
    36. Boiponahatso Enterprise 
    37. Bokamoso Urban Planners 
    38. Boni Africa Events & Development 
    39. Brightstone Academy 
    40. Brilliant Affairs (PTY) Ltd 
    41. Bull's Business and Skills Training Institute 
    42. Business Circle Consultation 
    43. Buyisiwe Management Services (Pty) Ltd 
    44. Camblish Training Institute (Pty) Ltd 
    45. Cape Peninsula University of Technology 
    46. Career Builders Academy Pty Ltd 
    47. Careers IT (Pty) Ltd 
    48. Central Bridge Trading 109 
    49. Chloroflash (Pty) Ltd 
    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. Fire Protection Association Of Southern Africa 
    94. Freddy Mfana Trading Enterprise 
    95. FUTURE DISCOVERY TRAINING ACADEMY 
    96. Gaegolelwe Consultancy (Pty) Ltd 
    97. General Economic Analysis 
    98. Giamanje Tvet College 
    99. Giant Alive Group 
    100. Glentech Innovative Design Concepts 
    101. Glere Skills And Consultants 
    102. Global Links Corporate Training (Pty) Ltd 
    103. Globalwise Training & Consulting (Pty) Ltd. 
    104. Goitsikitso Enterprise Trading 
    105. Gordtech Industries 
    106. Green Horizon Consulting (Pty) Ltd 
    107. Green Prints Consulting And Projects 
    108. Groen Mintirho (Pty)Ltd 
    109. Growing Cherries Consulting Services 
    110. Growth Management Consulting 
    111. HDPSA 
    112. Heavenly Button Trading Cc 
    113. Hercuscope 
    114. Heros Fire Protection Services Cc 
    115. Hlombe And Associates 
    116. Hs Global Skills Business Solutions 
    117. Icando 
    118. Ilinge Labantu Debt Solution 
    119. Inafrica General Trading Pty Ltd 
    120. Independent Development Trust 
    121. Injeje Training 
    122. Inkwazi Learning Network 
    123. Insika Foundation 
    124. Institute For Local Government And Housing 
    125. Institute Of Cooperatives And Community Economic Development 
    126. Institute of Health and Social Care Studies 
    127. Integrated Waste And Recycling Services(Iwars) 
    128. Isiphephelo Consultants 
    129. Ithemba Community Development 
    130. Ito Focus Reagile 
    131. Itumeleng Wellness Solutions 
    132. Iviyo Landscaping (Pty) Ltd 
    133. Izazi Training Solutions 
    134. Izwelethu Black Diamond 
    135. Jobafrik Consulting 
    136. Josmap Training Institute 
    137. Jpm & Associates 
    138. Jrt3 Jobcreation Rehabilitation Through Training And Technology (Pty) Ltd 
    139. Jumpstart Training Institute 
    140. K And Z Projects Training And Development 
    141. Kagisho Business Concepts (Pty) Ltd 
    142. Kalideen Investment T/A Kalvest 
    143. KALIDEEN MANAGEMENT SERVICES 
    144. Kappia Consulting Services 
    145. Kay Beez Development Projects 
    146. KEITSHEPILE TRADING AND PROJECTS 
    147. Kenlet Educational Projects 
    148. Kenmab Training Centre 
    149. Kephama Training Solutions 
    150. Keptel 
    151. Kernel Management And Consulting (Pty) Ltd. 
    152. Kgaka Kgolo Institute 
    153. Kgakishe Trading And Projects (Pty) Ltd 
    154. Kgang-Kgolo Consulting 
    155. Kharindy Training Institution (Pty) Ltd 
    156. Khatheo Trading And Projects (Pty) Ltd 
    157. Khehli Institute 
    158. KHOSITHI TRAINING 
    159. Khubiso Enterprise (Pty) Ltd 
    160. Khula Ke Training 
    161. Khula Nonke Training & Development 
    162. Khulani Skills Development Centre 
    163. Khumba Energy 
    164. Kn Business Solutions 
    165. Knowledge Production 
    166. Kobodimo Trading 
    167. Kowolwazi Trading Enterprise 
    168. Kuenta Consulting 
    169. Kuyakhula Development Initiatives 
    170. Kwazulu Skills Academy 
    171. Kwem Management Solutions 
    172. Kwindla Institute of Learning and Consulting 
    173. Lapa La Afrika Farming And Projects 
    174. Lavinda Trade And Invest 
    175. Lead Academy Pty Ltd 
    176. Legacy Imbizo Training & Development Consultants 
    177. Leronsa Trading Enterprise 
    178. Lesechaba Services 
    179. Lesias Educational Services 
    180. Letlhokoa Management Services Cc 
    181. Letsete Behub 
    182. Letzaa Group 
    183. Lih Consulting And Projects 
    184. Limadi Industrial Projects 
    185. Lip Holding (Pty) Ltd 
    186. Livhus Consulting Service 
    187. Lizwa Ntlabati Trading Cc 
    188. Loago Business Consulting 
    189. Londimvelo Consultants 
    190. Lorpen Investments 
    191. M.I.C. Training And Development 
    192. Maab Training Management ( Pty) Ltd 
    193. Mafusega Projects 
    194. Magumzane Traiding Cc 
    195. Mahayi Hrd Services Cc 
    196. Makaota Training Consultants 
    197. Makavila Suppliers Cc. 
    198. Malanga Management Services 
    199. Malizana Projects CC 
    200. Maluka Safety House 
    201. Mamuhle Academy 
    202. Mangalani Business Enterprises 
    203. Marcado Human Resources Strategies 
    204. Mars Business Consulting 
    205. Masheshafike (Pty) Ltd 
    206. Mashmp Holdings 
    207. Mashphe Logistics Services 
    208. Masizakhe Leanerships cc 
    209. MASM Trading Enterprise (Pty) Ltd 
    210. MASS COMUTER TRAINING AND PRINTERS 
    211. Mavco Engineering Pty Ltd 
    212. MAXIMUM DEVELOPMENT INSTITUTE 
    213. Mazasa Management Consulting Cc. 
    214. Mbinga Holdings (Pty) Ltd 
    215. Mcebo Technologies 
    216. Mementos Training Pty Ltd 
    217. Mestel Training Solutions (Pty) Ltd 
    218. MGM Training & Consulting 
    219. Mgwezane Training And Events Management Cc. 
    220. Miczo'S Enterprise 
    221. Mimoisa Business Solutions Cc 
    222. Mind Magic Consulting 
    223. Mintirho Development Services 
    224. Misol Construction 
    225. Mission Point Consulting 
    226. Mmanape Private Technical College Pty Ltd 
    227. MMBG Trading And Consulting 
    228. Mmg Capital 
    229. Mml Consulting Cc. 
    230. Mod-Mosh Projects And Consulting (Pty) Ltd 
    231. Mohlaje Solutions (Pty) Ltd 
    232. Morena Empire Investment 
    233. Mortarboard Training Solutions 
    234. Moseki Consulting Engineering Training & Development (Pty) Ltd 
    235. Mphela Education Training And Development 
    236. MUDITAMBI HOLDINGS 
    237. Muhangwene Development Enterprise 
    238. Multiple Productive Management Solutions 
    239. MUNICIPALITY INFRASTRUCTURE SOLUTIONS 
    240. MWG Logistical Services 
    241. Nalengmokoni Investors (Pty) Ltd 
    242. NBnet Consultancy & Projects (Pty) Ltd 
    243. Nedtex73 
    244. Netgrow Training Solutions 
    245. Nettcon Sa 
    246. Networx for Career Development 
    247. New Hope Revival Organisation 
    248. New Minds Training Institute (Pty) Ltd 
    249. Nj & L Trading Enterprise Cc. 
    250. Nkarise Training and Consulting Services 
    251. Nkinane Trading Enterprise 
    252. Nkqubela Community Developers 
    253. Nkqubela Consulting 
    254. Nm Cuts 
    255. Nokusho M Consulting And Trading 
    256. Nomagwanishe Investments cc 
    257. NOMAKU TRADERS CC 
    258. Nonunu Projects 
    259. Ns Global Academy 
    260. Nsuku Management Consultants 
    261. Ntsangalala Business Enterprise 
    262. Ntsime Financial Consulting 
    263. Nyankwavi Investment Cc. 
    264. Okuhle Waste Management & Hazardous Management 
    265. Okwethu Invelo Npc 
    266. OMNI HR CONSULTING PTY LTD 
    267. Outeniqua Leadership Institute 
    268. Paramount Training Academy 
    269. Pbm Solutions 
    270. Peak Health Wellness Solutions (Pty) Ltd 
    271. Pebetse Training And Consulting 
    272. Petra Institute of Development 
    273. Pfim Trading (Pty) Ltd 
    274. Phambili Kzn Construction And Development 
    275. Phambili Services 
    276. PHETHA PROFFESSIONAL SERVICES CC 
    277. Philani Solutions 
    278. Phumelela Sisonke African Foundation 
    279. Pioneer Business Consulting 
    280. Pkm Skills And Career Development 
    281. PLATINUM ELECTRICAL(PTY) LTD 
    282. Pma Holdings (Pty ) Ltd. 
    283. Portable Skills Paradigm 
    284. Poshido Training 
    285. Power Rush Trading 170 Cc. 
    286. Powernexus 
    287. Princetop Corporative Training (Pty) Ltd 
    288. Progressive School Of Business And Engineering (Pty) 
    289. Pule Ramasimong Development 
    290. Puseletso Trading And Projects 
    291. Quick Leap Investment 
    292. Quiver Skills Institute 
    293. Ratomac Trading Consultants (Pty) Ltd 
    294. Rebone Safety And Environmental Consultants 
    295. Reflections Development Institute 
    296. Remo Holdings Pty Ltd 
    297. Rlstp Training & Development (Pty) Ltd. 
    298. Rmcii Solutions (Pty) Ltd 
    299. Sanctus Holdings Pty Ltd 
    300. Seige Trading Solutions 
    301. Seitaodi Trading 
    302. Senelo Trading Cc 
    303. SEOPOSENGOE TRAINING CONSULTANCY CC 
    304. SETHIKE TRADING 
    305. Shauku (Pty)Ltd 
    306. Shirs Vision Compleadev (Pty) Ltd 
    307. Silalele Skills Academy (Pty) Ltd 
    308. Siljeur Training Academy 
    309. Simba Skills Consultants 
    310. Simmek Holdings 
    311. Simtho Investments (Pty) Ltd 
    312. Sinokuhle Konke Trading Enterprise 
    313. Sizampiloenhle Trading And Projects (Pty) Ltd 
    314. Sjm Squared Construction 
    315. Skills Catalyst Consultants 
    316. Slj Consultants 
    317. Smartmatta (Pty) Ltd 
    318. Sobengmo Mining Services 
    319. Sonani Skills 
    320. Sonyce Media 
    321. South African Institute of Learning (SAIL) 
    322. South African Abet Development Agency Saada 
    323. South African Corporate Training Association 
    324. South African Governance And Business College 
    325. South West Gauteng TVET College 
    326. SOUTHERN AFRICAN YOUTH MOVEMENT 
    327. Spring Forest Trading 578 Cc 
    328. Sseh Pty Ltd 
    329. STARPLEX 408 CC 
    330. Starplex 489 cc 
    331. Tachfin Holdings 
    332. Talent Centre Training 
    333. Talent Emporium Academy (PTY) Ltd 
    334. Tanosa Trading CC 
    335. Tasc Business Consulting And Training 
    336. Technogirl Trust 
    337. Teemil Safety Health And Environmental Consultants Pty Ltd 
    338. Tembe Service Providers 
    339. Thabelanang Trading Enterprise 
    340. Thando Consulting Services 
    341. The Crimson Co Cc. 
    342. The Green Affairs Consulting 
    343. The Masters Global Solutions Pty Ltd 
    344. The Petit Pois Chef'S Academy 
    345. Thembeni Skills Development Trading And Projects 
    346. Thinking Mind Trading 
    347. Thothi Consulting 
    348. Thubelihle Graduate Institute 
    349. Thusanang Skills & Training 
    350. Thuso Enviro and Agric Development 
    351. Thuto Ya Setshaba Training Services (Pty) Ltd 
    352. Timothy Fasheun Group Enviromentors (Pty) Ltd 
    353. Tirisano Ya Bakwena Consultant 
    354. Tld Consulting 
    355. Tlotlangthuto Training & Consulting 
    356. Tloumogale Business Development & Consulting 
    357. Tmp Training And Development 
    358. Tonex Management Solutions 
    359. Township Fire And Rescure (Pty) Ltd 
    360. Trainers without Borders 
    361. Training At Work (Pty) Ltd 
    362. Transafric Consulting Pty Ltd 
    363. Tsebo Ke Bophelo Holdings 
    364. Tshamutengu General Trading Cc. 
    365. Tshedza Training Technologies (Pty) Ltd 
    366. Tshisimani Holdings (Pty) Ltd. 
    367. Tshwane College of Commerce and Computer Studies 
    368. Tshwane Skills Training Centre 
    369. TSK Projects(PTY)LTD 
    370. Tuns Trading And Projects (Pty) Ltd 
    371. Twin Peak Technologies 
    372. TWINMARK STRATEGY AND MANAGEMENT CONSULTANTS 
    373. Uan Projects 
    374. Ukhamba Quality Skills 
    375. Umbuso Training Services 
    376. Umfolozi FET College 
    377. Umlando Projects Pty Ltd 
    378. Umnotho We Afrika Foundation 
    379. University Of Business Excellence(Pty)Ltd 
    380. University Of Intellectual Excellence (Pty)Ltd 
    381. University of Venda 
    382. Ursivox Interactive Systems 
    383. VEB CELE & ASSOCIATES PTY LTD 
    384. Venus Maintenance And Supply Services 
    385. Vicmat Consultants 
    386. VISIONARY SKILLS ACADEMY 
    387. Vista Chem Consulting 
    388. VSL General Trading 
    389. VUCA INSTITUTE OF LEADERSHIP DEVELOPMENT 
    390. Vumilia Africa Group 
    391. Vutivi Training and Skills Development 
    392. Wag Consulting 
    393. Wasteng (Pty) Ltd 
    394. Wbs Group 
    395. Wildlife and Enviroment Society of South Africa 
    396. World Pace Development And Training Institute 
    397. X Foundation 
    398. Xl At Consulting Cc 
    399. Ya Hina Management Consulting And Projects 
    400. YAB Business Solutions 
    401. Yonga Umhlaba Waste And Environmental Management Services (Pty) 
    402. Zwelixoliletrading Enterprise 
    403. Zwide Ka- Langa Dynamics 


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