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: 

Contribute to information distribution regarding HIV/AIDS in the workplace 
SAQA US ID UNIT STANDARD TITLE
8555  Contribute to information distribution regarding HIV/AIDS in the workplace 
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 4  NQF Level 04 
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 attitudes toward HIV and AIDS in the workplace.
  • Identify factors influencing attitudes toward HIV and AIDS.
  • Plan an information session in the workplace on HIV and AIDS.
  • Prepare information session in the workplace on HIV and AIDS.
  • Offer information session in the workplace on HIV and AIDS.
  • Evaluate the information session.

    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 
    A person taking this unit standard is assumed to have acquired the competence described in the Level 2 HIV and AIDS unit standard. 

    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 "for example" 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 attitudes toward HIV and AIDS in the workplace. 
    OUTCOME RANGE 
  • Attitudes of the organisation (as evident in employment policies and practices; education or awareness programmes; or other organisational policies and procedures) are described.
  • Beliefs and attitudes of individuals and constituencies within the organisation are described. 

  • 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 (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 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 
    Identify factors influencing attitudes toward HIV and AIDS. 
    OUTCOME RANGE 
  • A theory of the relationship between attitudes and behaviour is outlined.
  • Factors given are analysed with reference to the theory. 

  • 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 (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 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 
    Plan an information session in the workplace on HIV and AIDS. 
    OUTCOME RANGE 
  • Information session is planned on the basis of the descriptions and analyses of attitudes and attitudinal shifts. 

  • 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 (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 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 
    Prepare information session in the workplace on HIV and AIDS. 
    OUTCOME RANGE 
  • Information is accurate and appropriate. 

  • 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 (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 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 
    Offer information session in the workplace on 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 (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 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 
    Evaluate the information session. 

    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 (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 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 qualifying learner is able to demonstrate a basic 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.
    8. At least one theory of the relationships between attitudes and behaviour. 


    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 COMMUNICATING 
    Communicate effectively (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  48664   Further Education and Training Certificate: Mail Supervision  Level 4  NQF Level 04  Reregistered  2023-06-30  SERVICES 
    Core  65110   Further Education and Training Certificate: Management  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-03-14  As per Learning Programmes recorded against this Qual 
    Core  64369   Further Education and Training Certificate: Sport Coaching: Juniors/Beginners  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Core  23513   National Certificate: Fisheries Observation: Inshore  Level 4  NQF Level 04  Reregistered  2023-06-30  AgriSETA 
    Core  36436   National Certificate: Local Economic Development  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  LG SETA 
    Core  21500   National Certificate: Sport and Fitness Leadership  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2005-06-12  Was CATHSSETA until Last Date for Achievement 
    Core  17492   National Certificate: Tourism: Car Rental  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2004-06-13  CATHSSETA 
    Core  17390   National Certificate: Tourism: Event Support  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2004-06-13  Was CATHSSETA until Last Date for Achievement 
    Core  20155   National Certificate: Tourism: Guiding  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-09-09  Was CATHSSETA until Last Date for Achievement 
    Core  20513   National Certificate: Tourism: Reception  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2004-10-10  CATHSSETA 
    Core  48855   National Certificate: Emergency Services Operations  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-02-18  Was LG SETA until Last Date for Achievement 
    Core  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Core  49123   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2007-10-18  Was MICTS until Last Date for Achievement 
    Core  18943   National Certificate: Tourism: Cabin Crew  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-01-10  CATHSSETA 
    Fundamental  20175   National Certificate: Hygiene and Cleaning Supervision  Level 3  NQF Level 03  Reregistered  2023-06-30  SERVICES 
    Fundamental  48797   Further Education and Training Certificate: Beauty Technology  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2011-02-16  Was SERVICES until Last Date for Achievement 
    Fundamental  48435   Further Education and Training Certificate: Captive Animal Management  Level 4  NQF Level 04  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  64651   Further Education and Training Certificate: Hairdressing  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-04-08  As per Learning Programmes recorded against this Qual 
    Fundamental  24433   Diploma: Hospitality Operations  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Fundamental  20188   National Certificate: Real Estate  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SERVICES 
    Elective  49256   Further Education and Training Certificate: Counselling  Level 4  NQF Level 04  Reregistered  2023-06-30  HW SETA 
    Elective  50520   Further Education and Training Certificate: Library Practice  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  48439   Further Education and Training Certificate: Road Transport Supervision  Level 4  NQF Level 04  Reregistered  2023-06-30  TETA 
    Elective  48883   Further Education and Training Certificate: Small Business Advising (Information Support)  Level 4  NQF Level 04  Reregistered  2023-06-30  SERVICES 
    Elective  22491   Further Education and Training Certificate: Specialist Security Practices  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2006-11-16  SAS SETA 
    Elective  48796   National Certificate: Quality Assurance of Tyre Manufacturing Processes  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  MERSETA 
    Elective  48799   National Certificate: Tyre and Tyre Component Manufacturing  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  MERSETA 
    Elective  93993   National Certificate: Labour Relations Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  58624   National Certificate: Library and Information Services  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2015-03-13  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. A.S.A.P Training and Consulting 
    2. ABONGWE AMANGWANE NPC 
    3. Academy Business School 
    4. AFRIC POLICING INSTITUTE 
    5. Afric Training Centre and Security Studies PTY LTD 
    6. AFRICAN ETD ACADEMY 
    7. Afrocentric Health Limited 
    8. AIYANA HAIR AND BEAUTY 
    9. All Access Holdings 
    10. Andebe Group 
    11. Artshub Institute 
    12. ASHCOR CONSULTING PTY LTD 
    13. ATTI (Advanced Technonogy Training Institute) 
    14. ATTI Nelspruit Pty Ltd 
    15. Avenida (Pty) Ltd 
    16. Aviwe Business Development and 
    17. Bantubanye Skills 
    18. Bavelile Consultants and Training 
    19. BEPE Developments 
    20. Brilliant Affairs 
    21. Bucks Bub Trading 5 
    22. Bull's Business and Skills Training Institute 
    23. Buscor 
    24. Business Circle Consultation 
    25. Camblish Training Institute 
    26. Camblish Training Institute (Pty) Ltd 
    27. City of Johannesburg Emergency Services Training Academy 
    28. Continental Tyres SA (Pty) Ltd (NEW BRIGHTON) (TP) 
    29. Cradle Stars Trading Enterprise 
    30. CREATIVE ARTS COLLEGE 
    31. D T M CONSULTING CC 
    32. Development Bank of Southern Africa (DBSA) 
    33. Ditlou Solutions 
    34. doro-ella 
    35. Dru-A Professional Training Consultancy 
    36. Eastern Rose Enterprise 
    37. Elada Institute 
    38. Elective Training Institute Enterprise CC 
    39. Emanzini Staffing Solutions 
    40. Ethembeni Multi Service Enterprise (Pty) Ltd 
    41. Evers Xcellence Management Consulting 
    42. Falcon Business Institute (PTY 
    43. Falcon Business Institute (Pty) Ltd 
    44. Frayintermedia Cc 
    45. Frugatrax Consultants 
    46. Future Performance Training 
    47. Gauteng Association Of Local Authorities 
    48. Glere Skills and Consultants 
    49. Global Star Trading 
    50. Hadima Training Academy 
    51. Healthy Living Consulting 
    52. Heartlines College 
    53. HILLCROSS BUSINESS SCHOOL (PTY 
    54. Hlombe and Associates 
    55. HYBRID DYNAMICS 
    56. IGKM Management Services (Pty) Ltd 
    57. ILANGA LABOUR ASSOCIATES CC 
    58. Imsimbi Training 
    59. Inafrica General Trading Pty LTD 
    60. Jabukile Consultancy 
    61. Jeppe College of Commerce and 
    62. JIT Projects 
    63. Johannesburg Institute of Engi 
    64. Johsie Enertprise 
    65. Josmap Training Institute 
    66. JPM & Associates 
    67. KLM Empowered Human Solution Specialists 
    68. Kokano Projects (Pty) Ltd 
    69. Kundani Trading 
    70. KungawoBantu 
    71. Kwindla Institute of Learning and Consulting 
    72. Learncorp 
    73. Learning Exchange Pty (Ltd) 
    74. LEMOHA WORKPLACE SOLUTION TRADING 
    75. LETZAA Group 
    76. Life Long ABET Consulting 
    77. Londimvelo Consultants 
    78. LUGYN TRAINING AND PROJECTS CC 
    79. M28 Consulting and Training 
    80. Magos Group 
    81. Magumzane Traiding cc 
    82. Mahayi HRD Services cc 
    83. Makaota Training Consultants 
    84. Makarios Leadership Academy 
    85. Makhuba Development Projects CC 
    86. Mamuhle Academy 
    87. Management College of Southern Africa (MANCOSA) 
    88. Matsila Holdings 
    89. Mbimbini Training and Community Development 
    90. MBOWA COLLEGE PTY LTD 
    91. MJ Mafunisa Consulting (PTY) LTD 
    92. Mmanape Management Solutions 
    93. Mmanape Private Technical Coll 
    94. MML Consulting CC. 
    95. Mohlaje Solutions (Pty) Ltd 
    96. Moripe Business Training and Consultants 
    97. MUHANGWENE DEVELOPMENT ENTERPRISE 
    98. Musengavhadzimu Media 
    99. Myeza Trading Enterprise 
    100. NEDTEX73 
    101. Networx for Career Development 
    102. Nkoka Training Cc 
    103. Nomagwanishe Investments cc 
    104. NTI College 
    105. ON-TRACK EMPOWERING SOLUTIONS 
    106. Outeniqua Leadership Institute 
    107. PACHEDU TRADING 
    108. Peakford Management Consulting 
    109. Pebetse Training and Consulting 
    110. Pendula Trainers 
    111. Phephani Learnerships cc 
    112. Pioneer Business Consulting 
    113. PM Skills House 
    114. PMA Holdings (PTY ) LTD. 
    115. POP Training & Consulting 
    116. Posh Multimedia 
    117. Pretoria Technical College 
    118. Princetop Corporative Training (Pty) Ltd 
    119. Propat 
    120. Prospect Plus 
    121. PTDEV (Pty) Ltd 
    122. Puisanong Investment Enterprises 
    123. Pulakgadi Training Consulting CC 
    124. Rand Training College 
    125. Reflections Development Institute 
    126. Regent Business School (Pty) Ltd t/a Regent Business School 
    127. Resonance Institue of Learning 
    128. Retshetse Training Project 
    129. RUSTENBURG EMERGENCY AND DISASTER MANAGEMENT SERVICES TRAINING ACADEMY 
    130. Salt Lake Residence Action Group (SARAG) 
    131. Sebenzisanane Human Capital 
    132. Shirs Vision Compleadev 
    133. Shongo Enterprise CC 
    134. Silalele Consulting CC. 
    135. SIZA NESU TRAINING AND DEVELOPMENT 
    136. South African ABET Development Agency SAADA 
    137. South African Business and Tec 
    138. South African Corporate Training Association 
    139. South African Governance and Business College 
    140. SOUTH AFRICAN RESERVE BANK 
    141. South West Gauteng College - Molapo Campus 
    142. Sozim Trading and Consultancy 
    143. Spears Business and Life Couch Consulting (Pty) Ltd 
    144. T Mabuya & Associates CC 
    145. Tachfin Holdings 
    146. Talent Centre Training 
    147. Talent Emporium Academy (PTY) Ltd 
    148. Tasc Business Consulting and Training 
    149. TBL Empowerment Hub 
    150. TCNS Resources (PTY) Ltd 
    151. Tembe Service Providers 
    152. Thinking Mind Trading 
    153. Thubelihle Graduate Institute 
    154. Thuto-Boswa Education and Training Solution 
    155. Tirisano Ya Bakwena Consultants 
    156. Tloumogale Business Development & Consulting 
    157. TMT Training Institute 
    158. Together Lifestyle Resort Pty Ltd 
    159. Tradesman Consulting and Training Solutions 
    160. Training Consultant and SD College 
    161. Transafric Consulting Pty Ltd 
    162. Tru-ThoughtsTrading and Projects 
    163. Tshamutengo General Dealers CC. 
    164. Tshwane Training Institute (PTY) LTD. 
    165. Tsingamo Management Consultant and People development (PTY) 
    166. TSP COLLEGE 
    167. Tummo Development Enterprise 
    168. Umfolozi FET College 
    169. Umzansi Fretex Consultancy 
    170. Universal Knowledge Software 
    171. UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD 
    172. Varsity Institute of Science & Technology (Pty)Ltd 
    173. Vicmat Consultants 
    174. VUCA INSTITUTE OF LEADERSHIP DEVELOPMENT 
    175. Vumilia Africa Group 
    176. VUTHLARI MARKETING CONSULTING 
    177. WEINVEST INVESTMENT CC 
    178. Whitestone College 
    179. WMD CIVILS 
    180. World Pace Development and Training Institute 
    181. Yellow Media Learning Institute (Pty) Ltd 
    182. Zerben Management Solutions 



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