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 
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   

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  Reregistered  2023-06-30  CATHSSETA 
    Core  17174   National Certificate: Tourism: Guiding  Level 2  NQF Level 02  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  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  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  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  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. 2000 SIMUNYE SECURITY TRAINING ACADEMY 
    2. 20TH CENTURY RISK AND SATETY CONSULTANCY 
    3. ABONGILE MNYANDA TRADING CC T/A EKO KOBRA 
    4. ADT SECURITY SERVICES PTY LTD 
    5. ADT SECURITY SERVICES PTY LTD CAPE TOWN 
    6. ADT SECURITY SERVICES PTY LTD PINE TOWN 
    7. ADT SECURITY SERVICES PTY LTD PORT ELIZABETH 
    8. ADT SECURITY SERVICES PTY LTD PRETORIA NORTH 
    9. ADVANCED ASSESSMENTS AND TRAINING PTY LTD 
    10. ADVANCED RISK SOLUTIONS 10000 (PTY) LTD 
    11. AFIKA AMECEBO CC 
    12. AIM TRAINING 
    13. AIM TRAINING ACADEMY 
    14. AIM TRAINING ACADEMY ASM 
    15. AIM TRAINING ACADEMY CAMP SKUKUZA 
    16. AIM TRAINING ACADEMY MANYALETI 
    17. AIM TRAINING ACADEMY STEELPOORT 
    18. AKAF BODYGUARDS 
    19. AKHOLEKILE (PTY) LTD 
    20. ALUTE SA PTY LTD 
    21. Amukelani Training and Compliance 
    22. ASEZASECURITY AND PROJECTS 
    23. AVSCAN TRAINING PTY LTD BOKSBURG 
    24. BAMBILIZWE INVESTMENTS HOLDINGS 
    25. BEETEES CABS CC 
    26. BIGSCREEN SECURE SOLUTIONS 
    27. BITLINE SA 368 CC 
    28. BLACKEN SECURITY SERVICES 
    29. BOKAMOSO INSTITUTE OF SOUTH AFRICA 
    30. BONGA AND PRAISE 
    31. BOTHAKGA PROTECTION AND SECURITY HOLDINGS (PTY) LTD 
    32. BRAINWAVE PROJECTS 1928 
    33. BTC TRAINING AFRICA PTY LTD 
    34. BUHLE SECURITY AND CLEANING SERVICES 
    35. BULCOF SECURITY AND CLEANING SERVICES 
    36. Campus and School Safety Training institute 
    37. CC PROTECTION AND INVESTIGATION SERVICE PTY LTD 
    38. COLLINS SEBOLA FINANCIAL SERVICES (PTY) 
    39. COUNTERINTELLIGENCE SAFETY AND SECURITY 
    40. CSG SKILLS INSTITUTE PTY LTD 
    41. DIMASI TRAINING PROVIDERS 
    42. DUNSINEA DEVELOPMENT AND CONSULTING PTY LTD 
    43. DWANDZANI PROJECTS CC 
    44. DYNAMIC ALTERNATIVES PTY LTD 
    45. E FOCUS ENTERPRISE (PTY) LTD 
    46. EC SECURITY SERVICES 
    47. EEL PROTECTION SERVICES THEMBALUVHILO 
    48. EKHURHULENI SHOOTING AND TRAINING ACADEMY 
    49. EKURHULENI EAST TVET COLLEGE 
    50. EKURHULENI WEST TVET COLLEGE 
    51. ELASON PRO-ACTIVE SECURITY (PTY) LTD 
    52. ELRMATE COLLEGE 
    53. EMC TRAINING AND CONSULTING (PTY) LTD 
    54. ENCORE GROUP PTY LTD 
    55. ENFORCE SECURITY SERVICES PTY LTD ETHEKWINI 
    56. ENGIE SECURITY SERVICES TRAINING AND DEVELOPMENT CENTRE PTY LTD 
    57. EYABANTU BUSINESS & SKILLS DEVELOPMENT T/A EYABANTU SAFETY AND SECURITY ACADEMY DURBAN 
    58. EZINGENI SECURITY AND CLEANING PTY LTD 
    59. FALCON FIREARM ACADEMY 
    60. FAST CATCH SECURITY AND TRAINING SERVICES CC 
    61. FIDELITY SECURITY CORPORATE SERVICES CAPE TOWN 
    62. Fidelity Security Services 
    63. FIDELITY SECURITY SERVICES PRETORIA 
    64. FIRMSTONE CONSULTING AND SECURITY ACADEMY 
    65. FORUM SEKURITEIT 
    66. FUTURE PERFORMANCE TRAINING PTY LTD 
    67. G AND S SECURITY SOLUTIONS AND TRAINING 
    68. GAJENI SE GROUP 
    69. GENESIS K9 GROUP (PTY) LTD 
    70. GINGIRIKANI SECURITY SERVICES CC 
    71. GOLDFIELDS TVET COLLEGE 
    72. Hadassah Security Consultants Cc 
    73. HAZOEMA TRADING ENTREPRISE CC 
    74. HENQUE 3375 CC 
    75. HIGH RISK TRAINING PTY LTD 
    76. ICARUS GUARDING SERVICES PTY LTD 
    77. IFIHLILE TRAINING ACADEMY GAUTENG 
    78. IJABA INTERGRATED SECURITY SERVICES (PTY) LTD 
    79. Ikhwezi Training Institute (Pty) Ltd 
    80. IMVULA SKILLS DEVELOPMENT ACADEM Y 9PTY) LTD -DRBAN BRANCH 
    81. IMVULA SKILLS DEVELOPMENT ACADEMY 
    82. INGELOSI TRADING 192 CC 
    83. Inkwe Sekuriteit Bk 
    84. INSIMBI SECURITY TRAINING CENTRE 
    85. IPELENG RISK MANAGEMENT SERVICES PTY LTD 
    86. ITO FOCUS PHOLE 
    87. JODIGYN (PTY) LTD 
    88. JOHN FAZA ENTERPRISES 
    89. KHOMBO SECURITY AND TRAINING CC 
    90. KNO SECURITY AND SUPPLY SERVICES (PTY) LTD 
    91. LAMS KWENA RESCUE 
    92. LEBZ PEKEDI CONSTRUCTION AND TRAIDING (PTY) LTD 
    93. Lesedi Security And Training Servic Es 
    94. LIVHU NA MASHUDU SECURITY AND TRADING CC 
    95. LUFATINGE CONSTRUCTION AND GENERAL TRADING 
    96. MA SECURITY TRAINING AND PRIVATE INVESTIGATION 
    97. MADUNA PROTECTION SERVICES CC 
    98. MAHAMOTSA TRADING ENTERPRISE CC 
    99. MAJUBA TVET COLLEGE 
    100. MALOPE PHAHLA TRADING AND PROJECTS 
    101. MAS SAFE SECURITY CC 
    102. MASUTHA TRAINING AND SECURITY SERVICES 
    103. MATIMBA SAFETY AND SECURITY (PTY) LTD 
    104. MATOME AND MOLOTO PROTECTION SERVICES 
    105. MAUIC SECURITY SECURITY CC 
    106. Metro 50 Security Services 
    107. MIDRAND TRAINING ACADEMY PTY LTD 
    108. MILITES DEI SECURITY SERVICES (PTY) LTD 
    109. MISHO''S INVETMENTS 
    110. MJAYELI SECURITY (PTY) LTD 
    111. MMAPHUTHI SECURITY CC 
    112. MMASEBKO TRAINING SECURITY CENTRE 
    113. MOKHOMO SECURITY 
    114. MOLAO ACADEMY 
    115. MOTLHABANE RISK MANAGEMENT SERVICES 
    116. MUTENDA SECURITY SERVICES CC 
    117. NAD SECURITY SERVICES 
    118. NEMJA SECURITY AND PROJECTS CC 
    119. NOMADUKU SECURITY SERVICES CC 
    120. NTATE AVIATION AND SECURITY TRAINING 
    121. NU LAW FIREARMS COMPLIANCE 
    122. OMEGA RISK SOLUTIONS 
    123. Orbis Security Solutions Pty Ltd 
    124. ORBIT TVET COLLEGE 
    125. PERFOMANCE DEVELOPMENT INSTITUTE 
    126. PHUMLA MANGWENIS TRADING AND PROJECTS PTY LTD 
    127. PIROT SECURITY SERVICES 
    128. POSEIDAN SECURITY SERVICE PTY LTD 
    129. PRO ARM FIREARM TRAINING ACADEMY 
    130. PRO SECURE PTY LTD 
    131. PROTEA COIN GROUP (ASSETS IN TRANSIT AND ARMED REACTION) 
    132. QHIMECI TRADING ENTERPRISE 
    133. RAMAZWI SECURITY SERVICES CC 
    134. RHODE RISK MANAGEMENT SERVICES CC 
    135. RIA SEBETSA SECURITY SERVICES CC 
    136. RISENGASECURITY TRAINING SERVICES 
    137. ROMULA BUSINESS ENTERPRISES T/A SIYAFUNDA SECURITY ACADEMY 
    138. SADHANA GOVENDER PROJECT CONSULTANTS PTY LTD 
    139. SAHO INVESTMENT CC 
    140. SAKHI'SIZWE SECURITY SERVICES CC 
    141. SBV SERVICES BLOEMFONTEIN 
    142. SBV SERVICES MIDRAND 
    143. SBV SERVICES PORT ELIZABETH 
    144. SBV SERVICES PRETORIA 
    145. SBV SERVICES RUSTENBURG 
    146. SECURITAS SPECIALIZED SERVICES PTY LTD 
    147. SECUTRAIN 
    148. SEDIBENG COLLEGE FET 
    149. SERVILINX 65 CC T/A SKILLS DEVELOPMENT ACADEMY 
    150. SETHIKE TRADING 
    151. SHALUZA PROTECTION FORCE CC 
    152. SHAMARIAH SECURITY AND TRAINING 
    153. SHEPPERD ACADEMY 
    154. SIBANYE GOLD PROTECTION SERVICES 
    155. SIBANYE GOLD PROTECTION SERVICES (PTY) LTD NORTH WEST RUSTENBURG 
    156. SILWAYIPHI CLEANING SECURITY SERVICES 
    157. SIPHEFU BUSINESS SOLUTIONS (PTY) LTD 
    158. SIPHOCOPS SECURITY 111 KERK STREET MEUBEL SENTRUM JHB 
    159. SIRIUS RISK MANAGEMENT (PTY) LTD 
    160. SIT INVESTMENT HOLDINGS 
    161. SIVA SECURITY SERVICES 
    162. SIYANIVIKELA SECURITY SERVICES 
    163. SNAP SOLUTIONS NETWX PTY LTD 
    164. SOLID PROTECTION SERVICES PTY LTD 
    165. SOUTH AFRICAN RESERVE BANK 
    166. SOUTH AFRICAN RESERVE BANK CAPE TOWN 
    167. SOUTH AFRICAN RESERVE BANK DURBAN 
    168. SOUTH AFRICAN RESERVE BANK JOHANNESBURG 
    169. SOUTH AFRICAN RESERVE BANK PRETORIA NORTH 
    170. SOUTH AFRICAN RESERVE BANK TRADING AS SOUTH AFRICAN BANK NOTE 
    171. SOUTH AFRICAN RESERVE BANK TRADING AS SOUTH AFRICAN MINT 
    172. SSG Security Solutions Pty Ltd 
    173. Staff Management Services 
    174. STALLION LEARNING CENTRE PTY LTD 
    175. STAR PROFESSIONAL FIREARM TRAINING CENTRE CC 
    176. TACTICAL TASK FORCE AND TRAINING ACADEMY 
    177. TASA RISK MANAGEMENT 
    178. TENSHO PTY LTD 
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    180. THINETI SECURITY AND TRAINING 
    181. THINGA SECURITY TRAINING SERVICES CC 
    182. THOMPSONS KHUSELA CC 
    183. THOMPSONS SECURITY GROUP (PTY) LTD 
    184. THOZAKHE SECURITY SERVICES PTY) LTD 
    185. TINTSWALO SECURITY SERVICES 
    186. TRANSNET SCHOOL OF SECURITY - ESSELENPARK 
    187. TSHWANE NORTH TVET COLLEGE 
    188. Tshwane South Public FET College - Central Office 
    189. TSHWANE SOUTH TVET COLLEGE ATTERIDGEVILLE CAMPURS 
    190. TSHWANE SOUTH TVET COLLEGE ODI CAMPUS 
    191. TSHWANE SOUTH TVET COLLEGE PRETORIA WEST CAMPUS 
    192. TSU PROTECTION SERVICES 
    193. TWASA CC 
    194. TYEKS SECURITY SERVICES 
    195. TZANEEN TRAINING CENTRE LIMPOPO 
    196. UBUNTU 
    197. UTHUSO TRAINING INSTITUTE PTY LTD 
    198. VALLEY TRAINING ACADEMY 
    199. VHUDIKI SECURITY AND GENERAL SUPPLIER 
    200. VITAL SKILLS CC 
    201. VSS AND TRAINING TRADING AS VALLIENT SECURITY SERVICES 
    202. VUSA - ISIZWE SECURITY (PTY) LTD BENONI 
    203. VUSA ISIZWE SECURITY SERVICES (PTY) LTD 
    204. VUTHELA AFRICA SECURITY SERVICES 
    205. VUWA HOLDINGS (PTY) LTD 
    206. WILLSHIR TRADING 
    207. WINYFIELD TRADING ENTERPRISE CC 
    208. WISE GUY ACADEMY (PTY) LTD 
    209. XONE CONTROL ROOM MANAGEMENT (PTY) LTD 
    210. ZEVOLI 9 PTY LTD 



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