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:

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	4
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 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	Passed the End Date - Status was "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	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Core	23513	National Certificate: Fisheries Observation: Inshore	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Core	36436	National Certificate: Local Economic Development	Level 4	Level TBA: Pre-2009 was L4	Passed the End Date - Status was "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	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	58978	National Certificate: Journalism	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	MICTS
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	Passed the End Date - Status was "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	Passed the End Date - Status was "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	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Elective	49256	Further Education and Training Certificate: Counselling	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	HW SETA
Elective	50520	Further Education and Training Certificate: Library Practice	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Elective	48439	Further Education and Training Certificate: Road Transport Supervision	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	TETA
Elective	48883	Further Education and Training Certificate: Small Business Advising (Information Support)	Level 4	NQF Level 04	Passed the End Date - Status was "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	Passed the End Date - Status was "Reregistered"	2023-06-30	MERSETA
Elective	48799	National Certificate: Tyre and Tyre Component Manufacturing	Level 4	Level TBA: Pre-2009 was L4	Passed the End Date - Status was "Reregistered"	2023-06-30	MERSETA
Elective	93993	National Certificate: Labour Relations Practice	Level 5	NQF Level 05	Passed the End Date - Status was "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.	A4 Consultancy CC
3.	Academy Business School
4.	Africa Institute For Public Administration
5.	African Divas
6.	Aiyana Hair and Beauty
7.	Alpharide
8.	Amabamba Recruitment
9.	Amangile Academy (Pty) Ltd
10.	Andebe Group
11.	AVAX SA 481 CC. T/A Mandisa Development Services
12.	AVC Corporate Advisory Services (PTY) LTD.
13.	Avenida (Pty) Ltd
14.	Bakgatla Municipal Solutions
15.	Bantubanye Skills
16.	Bavelile Consultants and Training
17.	Belgravia Institute of Mangement (PTY) LTD
18.	Bettes - Types Trading and Projects
19.	Black Thari Trading Enterprise
20.	BMST Consulting
21.	Boikgalaletso Skills Development
22.	Boikgantsho Consulting & Events
23.	Boni Africa Events & Development
24.	Brilliant Affairs
25.	C Madumo Projects cc
26.	Central Bridge Trading 109
27.	Chuene Bosa Bosele Trading & Enterprise (PTY) LTD.
28.	City of Johannesburg Emergency Services Training Academy
29.	Continuing Education Programme
30.	D T M CONSULTING CC
31.	Daily Double Traiding 281
32.	Danearl (PTY) LTD
33.	Development Bank of Southern Africa (DBSA)
34.	DialNx Consultants
35.	Ditirelo Skills Development Services
36.	Ditlou Solutions
37.	Divine Academy Skills Training
38.	Eastern Rose Enterprise
39.	Edutraining Business College
40.	Ekurhuleni Metropolitian Municipal Emergency Services Training Academy
41.	Elective Training Institute Enterprise CC
42.	Emanzini Staffing Solutions cc
43.	Envirogreen
44.	Esehlula Bashuki
45.	Ethekwini Municipality Emergency Services Training Department
46.	Ethembeni Multi Service Enterprise (Pty) Ltd
47.	Evers Xcellence Management Consulting (Pty) Ltd.
48.	Express Model 405
49.	Faith First Trading
50.	Frayintermedia Cc
51.	Future Performance Training Pty Ltd
52.	Gauteng Association Of Local Authorities
53.	Gender Education & Development Institute (GEDI
54.	Giamanje TVET College
55.	Giggs Creations
56.	Glentech Innovative Design Concepts
57.	Glere Skills and Consultants
58.	Global Care Trading 100 CC
59.	Global Star Trading CC
60.	Gogone S Trading & Projects
61.	Gugulethu Management & Training Consultancy
62.	Hadima Training Academy
63.	Hanyeleni Business Enterprise
64.	Healthy Living Consulting (PTY) LTD
65.	Hercuscope
66.	HILLCROSS BUSINESS SCHOOL (PTY
67.	Hlombe and Associates
68.	HR PROFESSIONAL INTERVENTIONS (PTY) LTD
69.	Ikwanda Customs Consultants CC
70.	Iliso Investment holdings (Pty) Ltd
71.	Inkcubeko YakwaNtu Trading
72.	Innova8 Solutions
73.	Institute of Cooperatives and Community Economic Development
74.	INTERMASIKO CC
75.	IQ Skills Academy (PTY) LTD.
76.	Iziko Capacity Building CC.
77.	Jabukile Consultancy
78.	Jeppe College of Commerce and
79.	JIT Projects
80.	Jobafrik Consulting
81.	Johsie Enertprise
82.	Josmap Training Institute
83.	Jucamo Shelf 4 CC.
84.	Kernel Management and Consulting (PTY) LTD.
85.	Keydimensions Risk Solutions
86.	Kgotla Trading Enterprise
87.	Khumo Project Management Services
88.	Kia Chuma
89.	KLM Empowered Human Solutions Pty Ltd
90.	KPH Enterprises
91.	KPK Training Solutions
92.	KZN Tourism Training
93.	Learning Exchange Pty (Ltd)
94.	Lelethu Training (Pty) Ltd
95.	Lesias Educational Services
96.	Letsete Behub
97.	Lewerb Holdings (PTY) Ltd
98.	Life Long ABET Consulting
99.	Lilihle Trading and Projects
100.	Lilithalethu Holdings
101.	Limpopo LED Resource Centre
102.	Livhus Consulting Service
103.	Local Government Management Academy
104.	Londimvelo Consultants
105.	Lunga 99 Trading Enterprise
106.	Lwazi Community Facilitator
107.	M.I.C. Training and Development
108.	M28 Consulting and Training
109.	Mabuya Amahle Trading
110.	Madingoane and Family Construction
111.	Mafusega Projects
112.	Mahayi HRD Services cc
113.	Makhuba Development Projects CC
114.	Makoti Skills Development Solutions
115.	Makwenzeke Grass and Cleaners CC.
116.	Mancosa (PTY) LTD T/A Management College of Southern Africa
117.	MANCOSA Pty (Ltd)
118.	Mashphe Logistics Services
119.	Mathye and Ditlou Dynasty Corporate
120.	Matsila Holdings
121.	Mbimbini Training and Community Development
122.	Mbokazi & Mkhize
123.	Mc Intosh Xaba and Associates (MXA)
124.	Mgwezane Training and Events Management CC.
125.	Miczo's Enterprise
126.	Mimoisa Business Solutions CC
127.	Misol Projects cc
128.	MJ Mafunisa Consulting (PTY) LTD
129.	Mmanape Management Solutions
130.	MML Consulting CC.
131.	Mod-Mosh Projects and Consulting (PTY) LTD
132.	Mohlaje Solutions (Pty) Ltd
133.	Morena Empire Investment
134.	Moripe Business Training and Consultants (PTY) LTD
135.	Mortarboard Training Solutions
136.	Mosako Wa Kitso
137.	MUHANGWENE DEVELOPMENT ENTERPRISE
138.	Multi-Skills Training & Development Institute (Pty) Ltd
139.	Multiple Productive Management Solutions
140.	Musengavhadzimu Media
141.	National Peace Accord Trust
142.	Ndrendre Building & General Services
143.	NEBSA MANAGEMENT SERVICES CC
144.	NEDTEX73
145.	Nemalale Eagles Consultancy CC
146.	Neopeo Trading & Projects
147.	Nhlahle Development Agency
148.	Ntsu Trading 559 CC.
149.	Omithombo Management Academy
150.	Outeniqua Leadership Institute
151.	Pachedu Skills Solutions
152.	Pandelani Investment Holdings (PTY) LTD.
153.	PAUL ALLEN DEVELOPMENT PTY LTD
154.	Peakford Management Consulting
155.	Pebetse Training and Consulting
156.	PFIM Trading (Pty) Ltd
157.	Phephani Learnerships cc
158.	Philani Solutions
159.	Phoebelle (Pty) LTD
160.	Pioneer Business Consulting
161.	PM Skills House
162.	PMA Holdings (PTY ) LTD.
163.	Power Rush Trading 170 CC.
164.	Powergate Trading 1040
165.	Powernexus
166.	Princetop Corporative Training (Pty) Ltd
167.	Progressive School of Business and Engineering (Pty)
168.	Propat CC
169.	Prospect Plus
170.	PTDEV (Pty) Ltd
171.	Puisanong Investment Enterprises Pty Ltd
172.	Qeto Business Consulting
173.	Rantsane Mario Training Solutions
174.	RCH Investments (Pty) Ltd
175.	Reflections Development Institute
176.	Regeneration Maqor Group
177.	Regent Business School (Pty) Ltd t/a Regent Business School
178.	RME Projects
179.	Rural Metro Emergency Management Services (PTY)LTD
180.	RUSTENBURG EMERGENCY AND DISASTER MANAGEMENT SERVICES TRAINING ACADEMY
181.	Sabela Trading and Projects CC.
182.	Samukela Injabulo
183.	Sebenzisanane Human Capital
184.	Sebobatho Project Management
185.	Senelo Trading CC
186.	Shandu Technical Services
187.	Shemeshe TM
188.	Shirs Vision Compleadev (Pty) Ltd
189.	Silalele Consulting CC.
190.	Sisezwa Business Enterprise
191.	Sisodwa Investment Enterprise
192.	Siyakhula Trust ETD Institute Pty Ltd
193.	Siza Nesu Training and Consultants
194.	Social Capital Group
195.	Sol Plaatje Emergency Services Training
196.	Soni Investment
197.	South African Institute of Learning (SAIL)
198.	South African ABET Development Agency SAADA
199.	South African Governance and Business College
200.	SOUTH AFRICAN RESERVE BANK
201.	SWARANANG MANAGEMENT CONSULTING CC
202.	Tachfin Holdings
203.	Talent Centre Training
204.	Tasc Business Consulting and Training
205.	Tau and Tau Training Enterprises Pty Ltd
206.	Tavo Investment
207.	TCNS Resources (PTY) Ltd
208.	TEE ZET Group
209.	TGH Traders
210.	The Chosen Consulting Services
211.	Thebu Financial & Management Services
212.	Thekwini College
213.	Thepa Trading 511
214.	Thinking Mind Trading
215.	Thubelihle Graduate Institute
216.	Tirisano Ya Bakwena Consultants
217.	Tlaletso Consultants
218.	Tlokwe City Council Fire Brigade Services Training Centre
219.	Tlotlangthuto Training & Consulting
220.	Tloumogale Business Development & Consulting
221.	Together Lifestyle Resort Pty Ltd
222.	Trade Avail 172 CC.
223.	Tradesman Consulting and Training Solutions
224.	Training at Work (Pty) Ltd
225.	Training Consultant and SD College
226.	Transafric Consulting Pty Ltd
227.	Tru-ThoughtsTrading and Projects
228.	Tshamutengo General Dealers CC.
229.	Tshelopele Development Institution
230.	Tsingamo Management Consultant and People development (PTY)
231.	Tswelopele Rural Development Network
232.	Tummo Development Enterprise
233.	Twin Peak Technologies
234.	TWS Business Development Solutions
235.	Tytons (Pty) LTD
236.	Umlando Projects Pty LTD
237.	Umqondo Consultancy
238.	UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD
239.	University of Venda
240.	Vantage Training
241.	Varsity Institute of Science & Technology (Pty)Ltd
242.	Victorompie Enterprises CC.
243.	VUCA INSTITUTE OF LEADERSHIP DEVELOPMENT
244.	Vumilia Africa Group
245.	Vuyelwa SL Trading and Projects (Pty) LTD
246.	Wag Consulting
247.	Whitestone College
248.	World Pace Development and Training Institute
249.	Ya Hina Management Consulting and projects
250.	Zerben Management Solutions
251.	ZMG CONSULTING
252.	ZwelixolileTrading Enterprise

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