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: 

Care for Customers 
SAQA US ID UNIT STANDARD TITLE
8600  Care for Customers 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
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  Level 4  NQF Level 04  3 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2005-11-01  2007-11-28  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-11-28   2011-11-28  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
246740  Care for customers  Level 4  NQF Level 04  3   

PURPOSE OF THE UNIT STANDARD 
The learner achieving this unit standard will be able to:
Meet customer needs and expectations in a positive manner; and recognise and resolve customer complaints that may arise. The learner will be able to identify opportunities for enhancing the quality of service to the customer, and reflect on his / her own performance. 

UNIT STANDARD RANGE 
Range statements are described by SAQA as a "general guide to the level, scope and complexity".
These are provided in the modifiers under each specific outcome. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify customer needs and expectations. 
OUTCOME NOTES 
Identify customer needs and expectations, including those with specific needs, correctly and identify appropriate products and services. 
OUTCOME RANGE 
  • All reasonable needs and requests are met within acceptable time frames. 
    		•

    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 
    Recognise customer dissatisfaction and take action to resolve the situation. 
    OUTCOME RANGE 
  • Complaints are handled promptly, positively, sensitively and politely.
  • Customer complaints are resolved according to individual level of responsibility and enterprise procedures.
  • Complaints are referred to the appropriate person for follow-up, according to individual level of responsibility. 
    		•

    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 
    Identify and take opportunities to enhance the quality of customer service. 
    OUTCOME RANGE 
  • Check all elements on itinerary with service providers prior to customer arrival.
  • Ensure best possible service levels at all times (no queuing). 
    		•

    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 
    Communicate with all customers in a friendly and courteous manner. 

    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 
    Reflect on own performance and identify possible areas for self-improvement. 

    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 
  • 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 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.
  • 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 learner is able to demonstrate knowledge and understanding of:
    1. General knowledge of South African culture, history, politics, geography and infrastructure and thorough knowledge of local area.
    2. Product knowledge.
    3. Basic understanding of customer needs and expectations.
    4. Complaint handling procedures.
    5. Impact of poor customer service on organisation. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:
  • Identify customer needs and expectations, including those with specific needs, correctly and identify appropriate products and services
  • Recognise customer dissatisfaction and take action to resolve the situation.
  • Identify and take opportunities to enhance the quality of customer service.
  • Communicate with all customers in a friendly and courteous manner. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to:
  • Identify customer needs and expectations, including those with specific needs, correctly and identify appropriate products and services
  • Recognise customer dissatisfaction and take action to resolve the situation.
  • Identify and take opportunities to enhance the quality of customer service.
  • Communicate with all customers in a friendly and courteous manner. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:
  • Identify customer needs and expectations, including those with specific needs, correctly and identify appropriate products and services
  • Recognise customer dissatisfaction and take action to resolve the situation.
  • Identify and take opportunities to enhance the quality of customer service.
  • Communicate with all customers in a friendly and courteous manner. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:
  • Identify customer needs and expectations, including those with specific needs, correctly and identify appropriate products and services
  • Recognise customer dissatisfaction and take action to resolve the situation.
  • Identify and take opportunities to enhance the quality of customer service.
  • Communicate with all customers in a friendly and courteous manner. 
    		•

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 246740, which is "Care for customers", Level 4, 3 credits.

    Values:

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
    1. Accepting and maintaining a non-discriminatory attitude towards diversity including, for example, differences in gender, race, religion, physical ability and culture. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48433   National Certificate: Conservation: Species Care in Controlled Environments  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Core  17174   National Certificate: Tourism: Guiding  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Core  49120   Further Education and Training Certificate: Film, Television and Video Production Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2007-12-02  Was MICTS until Last Date for Achievement 
    Core  48732   Further Education and Training Certificate: Phlebotomy Techniques  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2007-08-11  Was HPCSA until Last Date for Achievement 
    Core  57713   Further Education and Training Certificate: Specialist Security Practices  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS SETA 
    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  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 
    Core  20613   National Diploma: Event Co-ordination  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  22490   National Certificate: General Security Practices  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2007-11-28  Was SAS SETA until Last Date for Achievement 
    Elective  83946   National Certificate: Management  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-07-30  As per Learning Programmes recorded against this Qual 
    Elective  48651   Further Education and Training Certificate: Meat Classification  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Elective  48701   National Certificate: Community-Based Language Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2012-06-30   


    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. ABONGILE MNYANDA TRADING CC T/A EKO KOBRA 
    2. ADT SECURITY SERVICES PTY LTD 
    3. ADT SECURITY SERVICES PTY LTD CAPE TOWN 
    4. ADT SECURITY SERVICES PTY LTD PINE TOWN 
    5. ADT SECURITY SERVICES PTY LTD PORT ELIZABETH 
    6. ADT SECURITY SERVICES PTY LTD PRETORIA NORTH 
    7. Advanced Assessments and Training (Pty) Ltd 
    8. ADVANCED RISK SOLUTIONS 10000 (PTY) LTD 
    9. Afri Guard(pty)ltd 
    10. AIM TRAINING ACADEMY 
    11. AIM TRAINING ACADEMY CAMP SKUKUZA 
    12. Airports Company South Africa SOC Ltd Braamfischer International Airport 
    13. Airports Company South Africa SOC Ltd Cape Town International Airport 
    14. Airports Company South Africa SOC Ltd East London 
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    18. Airports Company South Africa SOC Ltd Upington 
    19. Airports Company South Africa SOC Ltd Walmer 
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    51. E FOCUS ENTERPRISE (PTY) LTD 
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    53. EKHURHULENI SHOOTING AND TRAINING ACADEMY 
    54. ELASON PRO-ACTIVE SECURITY (PTY) LTD 
    55. ENFORCE SECURITY SERVICES PTY LTD ETHEKWINI 
    56. ENGIE SECURITY SERVICES TRAINING AND DEVELOPMENT CENTRE PTY LTD 
    57. ENPOWER TRAINING SERVICES PTY LTD 
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    60. FIDELITY SECURITY CORPORATE SERVICES CAPE TOWN 
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    63. FIDELITY SECURITY SERVICES PORT ELIZABETH 
    64. FIDELITY SECURITY SERVICES PRETORIA 
    65. FIRMSTONE CONSULTING AND SECURITY ACADEMY 
    66. Focus Africa Advisory 
    67. FORUM SEKURITEIT 
    68. Future Performance Training Pty Ltd 
    69. GENESIS K9 GROUP (PTY) LTD 
    70. Getsmarter 
    71. GUNDO SECURITY & SUPPLY CC 
    72. Hadassah Security Consultants Cc 
    73. HAZOEMA TRADING ENTREPRISE CC 
    74. Henque 3375 CC 
    75. HJ Brummer Consultants 
    76. HJN PROTORIA BRANCH 02 
    77. IJABA INTERGRATED SECURITY SERVICES (PTY) LTD 
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    79. IMVULA SKILLS DEVELOPMENT ACADEM Y 9PTY) LTD -DRBAN BRANCH 
    80. IMVULA SKILLS DEVELOPMENT ACADEMY 
    81. INGELOSI TRADING 192 CC 
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    84. INTEGRATED SECURITY AND MANGEMENT SOLUTIONS (PTY) LTD 
    85. IPELENG RISK MANAGEMENT SERVICES PTY LTD 
    86. ITO FOCUS PHOLE 
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    89. Kairos Training College 
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    92. LAMS KWENA RESCUE 
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    94. Lesedi Security And Training Servic Es 
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    96. LIVHU NA MASHUDU SECURITY AND TRADING CC 
    97. MA SECURITY TRAINING AND PRIVATE INVESTIGATION 
    98. MABUSETSA ENTERPRISES (PTY) LTD 
    99. MADUNA PROTECTION SERVICES CC 
    100. Magomani Training and Security Services Pty Ltd 
    101. MALOPE PHAHLA TRADING AND PROJECTS 
    102. MANGWEVU SECUTRITY SERVICES PTY LTD 
    103. MAS SAFE SECURITY CC 
    104. Mashushe ETDP Trading and Projects 
    105. Mason Consultancy Pty Ltd 
    106. MASUTHA TRAINING AND SECURITY SERVICES 
    107. MATIMBA SAFETY AND SECURITY (PTY) LTD 
    108. MEC TRAINING (PTY) LTD 
    109. Metro 50 Security Services 
    110. MIDI GENERAL TRADING PTY LTD 
    111. MIDRAND TRAINING ACADEMY PTY LTD 
    112. MILITES DEI SECURITY SERVICES (PTY) LTD 
    113. MJAYELI SECURITY (PTY) LTD 
    114. MMAPHUTHI SECURITY CC 
    115. MMASEBKO TRAINING SECURITY CENTRE 
    116. MODE SECURITY MPUMALANGA 
    117. Mode Security PTY LTD 
    118. MOLAO ACADEMY 
    119. MOLAPO-MOTLE ENTERPRISES 
    120. MOTLHABANE RISK MANAGEMENT SERVICES 
    121. Mtomntwana Roadmarking Pty Ltd 
    122. MUTENDA SECURITY SERVICES CC 
    123. MZILANKALA DEVELOPMENT AND PROJECTS CC 
    124. Nanikie Security Guard 
    125. National Security and fire Pty Ltd 
    126. Nexum College and Trading 
    127. NORTHERN PROVINCE TRAINING ACADEMY 
    128. NS 64 BUSINESS ENTERPRISE 
    129. Nsirhelelo Security Services Pty Ltd 
    130. NTATE AVIATION AND SECURITY TRAINING 
    131. Nu Law Firearm Compliance Pty Ltd Bellville 
    132. NU LAW FIREARMS COMPLIANCE 
    133. Octaves Group 
    134. OMEGA RISK SOLUTIONS 
    135. Omega Risk Solutions Cape Town 
    136. Omega Risk Solutions Hatfield 
    137. Omega Risk Solutions Mpumalanga 
    138. Orbis Security Solutions Pty Ltd 
    139. OXY TRADING 735 CC 
    140. PERFOMANCE DEVELOPMENT INSTITUTE 
    141. Pioneer Business Consulting 
    142. PIROT SECURITY SERVICES 
    143. PRO ARM FIREARM TRAINING ACADEMY 
    144. PRO SECURE PTY LTD 
    145. PROTEA COIN GROUP (ASSETS IN TRANSIT AND ARMED REACTION) 
    146. RAMAZWI SECURITY SERVICES CC 
    147. Red Ant Security Relocation and Eviction Services Pty Ltd 
    148. RHODE RISK MANAGEMENT SERVICES CC 
    149. RIA SEBETSA SECURITY SERVICES CC 
    150. RISENGASECURITY TRAINING SERVICES 
    151. ROMULA BUSINESS ENTERPRISES T/A SIYAFUNDA SECURITY ACADEMY 
    152. SA Crime Patrols Durban North 
    153. SADHANA GOVENDER PROJECT CONSULTANTS (PTY)LTD 
    154. SAHARA EDUCATION. TRAINING. DEVELOPMENT 
    155. SAHO INVESTMENT CC 
    156. SAKHI'SIZWE SECURITY SERVICES CC 
    157. SBV SERVICES BLOEMFONTEIN 
    158. SBV SERVICES MIDRAND 
    159. SBV SERVICES PRETORIA 
    160. SBV SERVICES PTY LTD JOHANNESBURG 
    161. SECURITAS SPECIALIZED SERVICES PTY LTD 
    162. SECUTRAIN 
    163. SHAMARIAH SECURITY AND TRAINING 
    164. SHEPPERD ACADEMY 
    165. Sihle Property Developers And Plant Hire 
    166. SILWAYIPHI CLEANING SECURITY SERVICES 
    167. SIPHEFU BUSINESS SOLUTIONS (PTY) LTD 
    168. SIPHOCOPS SECURITY 111 KERK STREET MEUBEL SENTRUM JHB 
    169. SIRIUS RISK MANAGEMENT (PTY) LTD 
    170. SIVA SECURITY SERVICES 
    171. SIYANIVIKELA SECURITY SERVICES 
    172. SOUTH AFRICAN POLICE SERVICE BASIC TRAINING PROVISION 
    173. SOUTH AFRICAN RESERVE BANK 
    174. SOUTH AFRICAN RESERVE BANK CAPE TOWN 
    175. SOUTH AFRICAN RESERVE BANK DURBAN 
    176. SOUTH AFRICAN RESERVE BANK JOHANNESBURG 
    177. SOUTH AFRICAN RESERVE BANK TRADING AS SOUTH AFRICAN BANK NOTE 
    178. SOUTH AFRICAN RESERVE BANK TRADING AS SOUTH AFRICAN MINT 
    179. SSG Security Solutions Pty Ltd 
    180. Staff Management Services 
    181. STALLION LEARNING CENTRE PTY LTD 
    182. TACTICAL K9 AFRICA 
    183. TASA RISK MANAGEMENT 
    184. THINETI SECURITY AND TRAINING 
    185. THINGA SECURITY TRAINING SERVICES CC 
    186. THLAPI SECURITY AND PROJECTS (PTY) LTD 
    187. THOMPSONS KHUSELA CC 
    188. THOMPSONS SECURITY GROUP (PTY) LTD 
    189. THOZAKHE SECURITY SERVICES PTY) LTD 
    190. TINTSWALO SECURITY SERVICES 
    191. Training Leadership Consulting 
    192. TRANSNET SCHOOL OF SECURITY - ESSELENPARK 
    193. Tsaroga Phoka Security and General Trade 
    194. TSU PROTECTION SERVICES 
    195. TSU Training Solutions Centurion 
    196. TYEKS SECURITY SERVICES 
    197. TZANEEN TRAINING CENTRE LIMPOPO 
    198. UBUNTU 
    199. Unbeatable C S Trading and Projects 
    200. UNLOCK INNOVATIONS (PTY) LTD 
    201. VALLEY TRAINING ACADEMY 
    202. VITAL SKILLS CC 
    203. VSS AND TRAINING TRADING AS VALLIENT SECURITY SERVICES 
    204. VUSA - ISIZWE SECURITY (PTY) LTD BENONI 
    205. VUSA ISIZWE SECURITY SERVICES (PTY) LTD 
    206. VUTHELA AFRICA SECURITY SERVICES 
    207. VUWA HOLDINGS (PTY) LTD 
    208. WILLSHIR TRADING 
    209. Wind Academy 
    210. WISE GUY ACADEMY (PTY) LTD 
    211. ZEVOLI 9 PTY LTD 


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