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: 

Apply workplace communication skills 
SAQA US ID UNIT STANDARD TITLE
8647  Apply workplace communication skills 
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 5  Level TBA: Pre-2009 was L5  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
A person assessed as competent against this unit standard will be able to:

Produce and respond to accessible written and oral communication in the workplace. This competence will equip individuals with the communication skills to operate more effectively in their workplace. It will contribute to more effective communication within the workplace environment. 

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 ABET communication standards at levels 1 - 3. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.

The following range statements in this unit standard are generic across the outcomes, with appropriate interpretations for written and oral skills. They are as follows:

1. Length: average length of 5 pages (5 - 10 minutes)
2. Syntax: simple, compound and complex sentences (usually not more than one embedded clause) sentences
3. Vocabulary: familiar to the industry
4. Topic: closely related to the industry
5. Purpose: a variety of functions.

These are intended only as a general guide to scope and complexity of what is required.


NSB 1:

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

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Interpret and respond to accessible written communications in the workplace. 
OUTCOME RANGE 
A normal office memorandum. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The assessment of a person against this standard should meet the requirements of established assessment principles.

It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations.

The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed.
1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed 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 they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.


NSB 1:

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.


Method of assessment:

Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)


    Integrated assessment:

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Produce simple written communication in the workplace. 
    OUTCOME RANGE 
    A report on work done, accidents in the workplace, respond to requests and complaints. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The assessment of a person against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed 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 they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.


    NSB 1:

    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.


    Method of assessment:

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)


    Integrated assessment:

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Produce and respond to accessible oral communication in the workplace. 
    OUTCOME RANGE 
  • Offer a five-minute presentation.
  • Listen to and summarise a ten-minute presentation. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The assessment of a person against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed 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 they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.


    NSB 1:

    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.


    Method of assessment:

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)


    Integrated assessment:

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    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 person acquiring this unit standard should be able to demonstrate a knowledge and understanding of:
  • The purpose, typical content and structure of all forms of accessible communications used in the workplace. 


  • 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 CONTRIBUTING 
    Personal development. 

    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  58063   Further Education and Training Certificate: Labour Recruitment Services  Level 4  NQF Level 04  Reregistered  2023-06-30  SERVICES 
    Fundamental  35925   Certificate: Fisheries Observation: Deep Sea  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Fundamental  13740   Certificate: Occupation-directed Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Fundamental  13741   Diploma: Occupation-directed Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Fundamental  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  59409   National Certificate: Agricultural Extension  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Fundamental  48874   National Certificate: Business Consulting Practice (Enterprise Resource Planning)  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SERVICES 
    Fundamental  67695   National Certificate: Coaching Science  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  24195   National Certificate: Community Conservation: Practice and Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2006-04-09  CATHSSETA 
    Fundamental  20153   National Certificate: Conservation: Fisheries Resource Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Fundamental  20416   National Certificate: Conservation: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2008-03-12  Was CATHSSETA until Last Date for Achievement 
    Fundamental  22901   National Certificate: Environmental Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Fundamental  67693   National Certificate: Fitness  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  93993   National Certificate: Labour Relations Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  49626   National Certificate: Landcare Facilitation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 
    Fundamental  49511   National Certificate: Lift Inspection  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MERSETA 
    Fundamental  48730   National Certificate: Maintenance of High-speed Production Processes (Fast-moving Consumer Goods)  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FOODBEV 
    Fundamental  61594   National Certificate: Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-05-02  As per Learning Programmes recorded against this Qual 
    Fundamental  59949   National Certificate: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  49075   National Certificate: Organisational Transformation and Change Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SERVICES 
    Fundamental  97228   National Certificate: Paralegal Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  48908   National Certificate: Sanitation Project Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  EWSETA 
    Fundamental  23593   National Certificate: Security Management: Electronic Security  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2007-08-16  Was SAS SETA until Last Date for Achievement 
    Fundamental  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  67692   National Diploma: Coaching Science  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  48553   National Diploma: Corrections Science  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  SAS SETA 
    Fundamental  20908   National Diploma: Customer Management  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  As per Learning Programmes recorded against this Qual 
    Fundamental  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Fundamental  20613   National Diploma: Event Co-ordination  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  67691   National Diploma: Fitness  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  58183   National Diploma: Forensic Pathology Support  Level 5  NQF Level 05  Reregistered  2023-06-30  SAS SETA 
    Fundamental  21789   National Diploma: Funeral Services Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  50023   National Diploma: Legal Interpreting  Level 5  NQF Level 05  Reregistered  2023-06-30  SAS SETA 
    Fundamental  20904   National Diploma: Marketing Communications  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  61593   National Diploma: Marketing Management  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  20896   National Diploma: Marketing Research  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  49076   National Diploma: Organisational Transformation and Change Management  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  67229   National Diploma: Payroll Administration Services  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  35926   National Diploma: Payroll Administration Services  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-03-31  Was SERVICES until Last Date for Achievement 
    Fundamental  20414   National Diploma: Service Management  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  36213   National Diploma: Technical Financial Accounting  Level 5  NQF Level 05  Reregistered  2023-06-30  FASSET 
    Fundamental  57407   National Diploma: Train Driving (Mainline Operations)  Level 5  NQF Level 05  Reregistered  2023-06-30  TETA 
    Fundamental  13742   Degree: Occupation-directed Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Registered" 
    2003-10-11  ETDP SETA 
    Elective  24433   Diploma: Hospitality Operations  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Elective  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 
    Elective  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 


    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. Aba Health 
    3. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    4. Abnah Academy (Pty) Ltd 
    5. ABVAHO PHANDA GROUP PTY LTD 
    6. Accreditation & Training Services 
    7. Adelaine Training Solutions Pty Ltd 
    8. ADVANCED RISK SOLUTIONS 10000 (PTY) LTD 
    9. AFRIC POLICING INSTITUTE 
    10. AFRICA COMPETENCY DEVELOPMENT (PTY) LTD 
    11. Amogelang Marketing and Training 
    12. Arden School of Management 
    13. Artshub Institute (Pty) Ltd 
    14. Assessment and Entrepreneurship Centre 
    15. ATS Institute 
    16. ATTI Nelspruit Pty Ltd 
    17. Aubrey Nyiko Business Enterprise cc 
    18. Avenida (Pty) Ltd 
    19. Balemi Consulting Pty Ltd 
    20. Bavelile Consultants and Training 
    21. Berry Rose Project Consultants & Service Providers 
    22. BITLINE SA 368 CC 
    23. BOKAMOSO INSTITUTE OF SOUTH AFRICA 
    24. BOLAND COLLEGE 
    25. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    26. Botho Ubuntu Contract Cleaning (Pty) Ltd 
    27. Brainwave Careers 
    28. Brainwave Projects 1997 CC 
    29. BRIGHT IDEA PROJECTS 447 PTY LTD T/A MIND -THE- GAP 
    30. Business Development Unit (PTY)Ltd 
    31. Camblish Training Institute (Pty) Ltd 
    32. Caversham Education Institute 
    33. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    34. Circleway College 
    35. College of Cape Town - Athlone Campus 
    36. COLLINS SEBOLA FINANCIAL SERVICES (PTY) 
    37. Compass Academy of Learning 
    38. CORE TRAINING INTERNATIONAL 
    39. Crystal Training and Consultancy Services 
    40. Custoda Trust 
    41. D and D Lwazi Renaissance Research and Development Institute 
    42. D M Management and Consulting 
    43. Damelin 
    44. DELTA ENVIRONMENTAL CENTRE NPC 
    45. Department Of Justice (head Office) 
    46. DINALEDI MANAGEMENT AND SERVICES 
    47. Directflo 
    48. DM Training Consultants 
    49. Drewmach Branding Solutions (Pty) Ltd 
    50. Durban City College 
    51. Dynamic ECD Institute 
    52. Early Learning Foundation Montessori Teacher Training 
    53. Early Learning Resource Unit (ELRU) 
    54. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    55. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    56. Edu Experts SA 
    57. Edu Funda Learning Centre (Pty) Ltd 
    58. EDU-Bless College 
    59. Edu-Build Institute 
    60. EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC 
    61. EduProf Training Centre 
    62. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    63. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    64. EKURHULENI EAST TVET COLLEGE 
    65. EKURHULENI WEST TVET COLLEGE 
    66. ELASON PRO-ACTIVE SECURITY (PTY) LTD 
    67. Elvis Koena Consulting (Pty) Ltd 
    68. ENGIE SECURITY SERVICES TRAINING AND DEVELOPMENT CENTRE PTY LTD 
    69. Enjo Consultants 
    70. Environment and Language Education Trust 
    71. Eskilz College (Pty) Ltd 
    72. Falcon Business Institute (Pty) Ltd 
    73. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    74. Family Restoration Foundation 
    75. Faranang Business and Training Solutions PTY(LTD) 
    76. Fizazad Projects t/a Kajal and Associates 
    77. Footballers Investment (Pty) Ltd 
    78. FURNITURE WORLD TRAINING CENTRE 
    79. Future Discovery Training Academy CC 
    80. George Steven Academy 
    81. Gert Sibande Public FET College - Central Office 
    82. Giver of Givers Foundation Organisation 
    83. Global diagnostics (Pty) Ltd 
    84. GOLDFIELDS TVET COLLEGE 
    85. Grassroots Adult Education and Training Trust 
    86. Guru Group of Learning (Pty) Ltd 
    87. GWALA TRAINING SERVICES 
    88. HDPSA 
    89. Headspace Consulting (PTY) Ltd 
    90. HEARTLINES COLLEGE 
    91. HJN POLOKWANE BRANCH PTY LTD 
    92. HJN PROTORIA BRANCH 02 
    93. HJN TRAINING CC 
    94. HUGENOTE COLLEGE 
    95. HWW Africa Region NPC 
    96. IFIHLILE TRAINING ACADEMY GAUTENG 
    97. Ikhwezi Training Institute (Pty) Ltd 
    98. Imisebeyelanga Services 
    99. IN TUITION 
    100. Inafrica General Trading Pty LTD 
    101. INDABA MONTESSORI INSTITUTE 
    102. Infomage 
    103. INFRASTRUCTURE CONSULTING ENGINEERS CC 
    104. Innovation College (Pty)Ltd 
    105. Institute for Advancement of Women & Children 
    106. INSTITUTE FOR PROFESSIONAL LEGAL TRAINING 
    107. Institute of Professional Studies and Services 
    108. Isibani Skills Academy 
    109. Isibani Soluntu Development Trust 
    110. Itireleng Bokamoso Trading Development Services and Associates 
    111. J and N Ikwekwezi Yokusa Development Training 
    112. Jabulani Training & Development 
    113. Jeppe College of Commerce and Computer Studies 
    114. Jonglad Trading Enterprise 
    115. Josmap Training Institute 
    116. K Boneng Consulting Services Pty Ltd 
    117. Kairos Training College 
    118. Karabo Info Centre and Trading 
    119. Katiso-kuno Consulting 
    120. Kez Enterprises and Consulting (Pty) Ltd 
    121. Kgaebane Trading 
    122. Kgaka Kgolo Institute 
    123. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    124. Khululeka Community Education Centre 
    125. KITSO TRAINING AND DEVELOPMENT 
    126. Klein Karoo Resource Centre 
    127. Kwa-Thema Stimulation Day Care Centre 
    128. KYM MANAGEMENT CONSULTING 
    129. Leap Skills Developmemt Institute (Pty) Ltd 
    130. Learning Performance Link 
    131. Leronsa Trading Enterprise 
    132. Leseding Computer Systems (Pty) Ltd 
    133. Li Lichule Trading cc 
    134. Little Elephant Training Centre For Early Educationt/a LETCEE 
    135. Loago Business Consulting 
    136. Loago Institute (Pty) Ltd 
    137. LWAZI ACADEMY OF LEARNING 
    138. Maab Training Management ( Pty) Ltd 
    139. MACCAUVLEI LEARNING ACADEMYPTY LTD 
    140. Malomini Strategists 
    141. Mananthatshema Skills Dev. Centre 
    142. Marematlou Training Institute 
    143. MAS SAFE SECURITY CC 
    144. MASAKANE TRUST 
    145. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    146. Mass Computer Training and Printers 
    147. MATHS CENTRE INCORPORATING SCIENCES 
    148. MBAT (PTY) LTD 
    149. Mbimbini Training and Community Development 
    150. MIDRAND TRAINING ACADEMY PTY LTD 
    151. MMAKAU TRAINING INSTITUTE (PTY) LTD 
    152. Mochochonono Training Solutions cc 
    153. Modern Technical College FET 
    154. Molteno Institute for Language and Literacy 
    155. Montessori Teacher Training Centre South Africa 
    156. Motheo Training Institute Trust 
    157. MPIC Projects (Pty) Ltd 
    158. MWG Logistical Services 
    159. Ndimeni Construction and Maintenance cc 
    160. Networx for Career Development 
    161. New Beginnings Training and Development Organisation 
    162. NKANGALA TVET COLLEGE 
    163. Nkqubela Community Developers 
    164. Northern Cape Rural TVET College 
    165. Northern Cape Urban College: Kimberley Campus 
    166. Northlink College 
    167. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    168. Nqowethu Trading 
    169. Ntevho-Ketso Training and Recruitement Consultancy cc 
    170. NTI College 
    171. NuSeason iTraining (Pty) Ltd 
    172. OPELONG BUSINESS INSTITUTE (PTY) LTD 
    173. Orbit FET College - Central Office 
    174. ORBIT TVET COLLEGE 
    175. OXY TRADING 735 CC 
    176. Paradise Institution Training and Learning Centre 
    177. Petra institute of Development (PTY) Ltd 
    178. Pineridge Training Centre 
    179. PMA Holding (Pty) Ltd 
    180. Port Elizabeth TVET College 
    181. PRAXIS TRAINING AND CONSULTANCY (PTY) LTD 
    182. Premier Recruitment and Training (Pty) LTD 
    183. Pro-Ed Training 
    184. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    185. Professional Development and Training Institute (Pty) Ltd 
    186. QPD CONSULTANTS 
    187. RAMAZWI SECURITY SERVICES CC 
    188. Rampadise Education Training & Development Centre 
    189. Read Educational Trust 
    190. Redefined Skills Training and Development 
    191. Renaissance Training Services cc 
    192. Resonance Institute of Learning 
    193. Retshetse Training Project 
    194. Rhodes University 
    195. Rhuboni 
    196. RI A LINDA SECURITY SOLUTIONS 
    197. Right 4 u College 
    198. Rousing Varsity College 
    199. RSA Institute (Pty) Ltd 
    200. SA LAW SCHOOL DURBAN 
    201. SA PROTECTION AND SECURITY UNIT (PTY) LTD 
    202. SANTS College 
    203. Seanapyane Resources (Pty) Ltd 
    204. SERITI INSTITUTE 
    205. SHAMARIAH SECURITY AND TRAINING 
    206. Sherq Global (Pty) Ltd 
    207. Shintsha Skills Development (Pty) Ltd 
    208. Siphiwosethu Open Development Initiative Corporation 
    209. Sirius Training 
    210. Sisanda Traders (Pty) Ltd 
    211. Sisazi Consulting 
    212. Siyahluma Education Institute 
    213. SIYANIVIKELA SECURITY SERVICES 
    214. Skills Development and Training Company (Pty) Ltd 
    215. SNAP SOLUTIONS NETWX PTY LTD 
    216. South African Film Institute 
    217. South Cape Public FET College - George Campus 
    218. Southern African Institute of Learning (SAIL) 
    219. SPS Consulting (Pty) Ltd 
    220. Starplex 489 cc 
    221. Success Skills Development and Training Pty Ltd 
    222. Sustainability Institute Trust 
    223. T Mabuya & Associates (Pty) Ltd 
    224. TCEP (Pty) Ltd 
    225. Teachers Learning Centre (Pty) Ltd 
    226. Tembe Service Providers 
    227. Tendazwau Trading 8 (PTY) LTD 
    228. Thabelanang t/a Thabelanang Trading Enterprise 
    229. Thasha Training and Consulting 
    230. The College of Modern Montessori 
    231. THE GMC GROUP PTY LTD 
    232. The Institute of People Development 
    233. The Iscariota Group (Pty) Ltd 
    234. The Port Elizabeth Early Learning Centre 
    235. The Read Institute NPC 
    236. THINK TWICE 
    237. Thobologo Training and Education Group (Pty) Ltd 
    238. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    239. Thuto Ya Setshaba Training Services (Pty) Ltd 
    240. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    241. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    242. Tlotliso Enterprise (Pty) Ltd 
    243. TMG Quality Services 
    244. Trainers Without Borders 
    245. Tshase Education Group (Pty) Ltd 
    246. TSHEPANG EDUCARE TRUST 
    247. Tshianzi Development 
    248. Tshwane South College for (ECD Academy) 
    249. Tshwane South Public FET College - Central Office 
    250. TSHWANE SOUTH TVET COLLEGE ATTERIDGEVILLE CAMPURS 
    251. TSHWANE SOUTH TVET COLLEGE ODI CAMPUS 
    252. TSHWANE SOUTH TVET COLLEGE PRETORIA WEST CAMPUS 
    253. Twasa 
    254. UKHANYISO EBANTWINI PTY LTD 
    255. Ulwazi Training & Development 
    256. Umthombo Wolwazi Training and Constructions 
    257. Umuzi Photo Club - NPO 
    258. Umzansi Educational Programs Centre 
    259. Unathi Training 
    260. UNIVERSAL COLLEGE OUTCOMES SA 
    261. VERYCOOLIDEAS 
    262. VH Consulting 
    263. Visionary Skill Academy 
    264. Vuselela TVET College 
    265. Waterberg TVET College 
    266. Wildlife and Enviroment Society of South Africa 
    267. Winston Academy 
    268. WonderKids Academy 
    269. World Wide Education Providers(Pty)Ltd 
    270. Yellow Media Learning Institute (Pty) Ltd 
    271. Zisize Educational Trust 



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