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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Guide and support learners 
SAQA US ID UNIT STANDARD TITLE
9932  Guide and support learners 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2000-10-11  2003-10-11  SAQA 0532/00 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2004-10-11   2007-10-11  

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
117874  Guide learners about their learning, assessment and recognition opportunities  Level 5  Level TBA: Pre-2009 was L5   

PURPOSE OF THE UNIT STANDARD 
Practitioners who have achieved this unit standard will be able to give guidance and support to learners. They will also be able to refer learners to appropriate counselling or career information agencies.

This competence complements other ETD competences and enables the individual to further develop in a broader range of guidance and support skills. It contributes to the development of supportive environments for personal development.

In addition, a community of practitioners with guidance and learner support competence will be able to support the implementation of the National Qualifications Framework and the Skills Development Strategy by referring learners to appropriate employment services agencies, provider institutions, etc. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Practitioners applying to enter a learning programme for this ETD standard -or applying to be assessed against this ETD standard -are assumed to have a qualification or equivalent competence in an occupation in which they will practice this ETD competence.

This standard describes the ETD competence which will be needed for them to guide and support learners in relation to their occupational competence. 

UNIT STANDARD RANGE 
The following statement provides a general guide to the scope and complexity of the competence expected of a practitioner:
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will have internalised the "rules" or principles, which inform what they do, and will no longer be operating consciously with such rules.
2. The practitioner is required to demonstrate the competence described in this standard in the context of learning programmes/learner ships.
3. The specific outcomes should be performed in line with an established methodology for guiding and supporting learners. At this level the practitioner should be able to describe two alternative methodologies; to explain how their performance would differ if they used them and to justify their choice of methodology.
4. At this level, practitioners should be able to relate knowledge beyond their occupational and ETD competences to the performance of the ETD competence described in this standard. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify learner's needs. 
OUTCOME NOTES 
Identify learner's needs regarding, e.g.:
  • learning anxiety;
  • assessment anxiety; and
  • barriers to learning. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners 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 practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's 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 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 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.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 2 
    Analyse problem/need and decide on appropriate action. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners 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 practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's 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 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 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.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 3 
    Provide advice to learners. 
    OUTCOME NOTES 
    Provide advice to learners, e.g.:
  • how to access information needed that practitioner cannot provide;
  • resources, options, people;
  • study methods;
  • learning pathways;
  • learnerships and skills programmes; and
  • organisational expectations. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners 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 practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's 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 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 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.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 4 
    Provide support to learners. 
    OUTCOME NOTES 
    Provide support to learners, e.g.:
  • stress management;
  • crisis management;
  • conditions of service; and
  • employee well-being issues (i.e. medical, occupational, health and safety). 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners 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 practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's 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 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 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.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 5 
    Refer learners to specialist guidance and counselling services. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners 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 practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's 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 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 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.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 6 
    Keep records of interactions with the learner. 
    OUTCOME NOTES 
    Keep records of interactions with the learner in keeping with, e.g.:
  • the requirements of their organisation, and
  • established counselling and guidance principles. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners 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 practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's 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 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 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.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 7 
    Evaluate own performance. 
    OUTCOME NOTES 
    Evaluate own performance by, e.g.:
  • identifying strengths and weaknesses in the guidance and support provided to learners; and
  • developing plans to integrate lessons learned into future practice. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes. 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners 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 practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's 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 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 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.

    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard must be accredited as a provider with the relevant ETQA.
    3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

    Therefore anyone wishing to be assessed against this unit standard 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 
    Practitioners should be able to demonstrate a knowledge and understanding of:
    1. How to identify learner needs, principles.
    2. What kinds of support learners are likely to need and where to find it.
    3. Strategies, techniques and activities for providing guidance and support to individual learners.
    4. Knowing to whom, when and why to refer learners, outside of the immediate context.
    5. The required record keeping for guidance and support given to learners.
    6. Techniques for reflecting on own performance and integrating lessons learned into future practice
    7. Outcomes-based forms of guiding and supporting learners, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
    8. Forms of practice, which promote the values described in the Bill of Rights and the principles underpinning the Employment Equity Act. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage myself. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critical evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively by, e.g.:
  • Using interpersonal communication techniques, which provide a supportive environment for learners to explore issues in their lives, work and study. 

  • UNIT STANDARD CCFO SCIENCE 
    Effective use of science and technology. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation -by. e.g.:
  • Recognising and helping learners to explore the complexity of learning and career path choices in the context of the life choices and circumstances of individual learners. 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 117874, which is "Guide learners about their learning, assessment and recognition opportunities", Level 5, 6 credits.

    VALUES
    The ETD practice outlined in this unit standard should promote the values of affirmation and non-discrimination as described in the Bill of Rights and Employment Equity Act. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  13739   Certificate in Occupation-directed Education, Training and Development Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Elective  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 
    Elective  23095   Higher Education and Training Certificate: Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Elective  48908   National Certificate: Sanitation Project Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  EWSETA 
    Elective  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 
    Elective  21847   National Diploma: Manufacturing Management: Food and Beverage  Level 6  NQF Level 06  Reregistered  2023-06-30  FOODBEV 


    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. ABM COLLEGE SA (PTY) LTD 
    2. ACADEMY OF PEOPLE DEVELOPMENT PTY LTD 
    3. Accreditation & Training Services 
    4. AFRICA COMPETENCY DEVELOPMENT (PTY) LTD 
    5. Aldabri 106 Institute for Quality (Pty) Ltd 
    6. Amogelang Marketing and Training 
    7. Annacol Training Consultants 
    8. Assessment and Entrepreneurship Centre 
    9. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    10. ATS Institute 
    11. ATTE - The Training Edge 
    12. B T Group of Companies Pty Ltd 
    13. BOLAND COLLEGE 
    14. Bonang Training & Development 
    15. BPC HR Consultants 
    16. Brainwave Projects 1997 CC 
    17. Business Development Unit (PTY)Ltd 
    18. Caversham Education Institute 
    19. College of Cape Town - Athlone Campus 
    20. College on Hills (Pty) Ltd 
    21. Compass Academy of Learning 
    22. CORE TRAINING INTERNATIONAL 
    23. D and D Lwazi Renaissance Research and Development Institute 
    24. Dabulamanzi & Njabulo Ndaba Consulting cc 
    25. Dee s Training PTY LTD 
    26. DINALEDI MANAGEMENT AND SERVICES 
    27. Directflo 
    28. DM Training Consultants 
    29. Early Learning Foundation Montessori Teacher Training 
    30. Eastcape Training Centre 
    31. EDU-Bless College 
    32. Edu-Build Institute 
    33. EDUCATION AND DEVELOPMENT FOUNDATION ASSOCIATION INC 
    34. ERGO MAPHELONG INSTITUTE (PTY) LTD 
    35. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    36. FLAVIUS MAREKA FET COLLEGE 
    37. FURNITURE WORLD TRAINING CENTRE 
    38. G & K Gray Training cc 
    39. Goldfields TVET College 
    40. Grassroots Adult Education and Training Trust 
    41. GWALA TRAINING SERVICES 
    42. HDPSA 
    43. Headspace Consulting (PTY) Ltd 
    44. Heirs Training and Development 
    45. HUGENOTE COLLEGE 
    46. IEB Assessment Education and Training (Pty) Ltd 
    47. INGWE FET COLLEGE 
    48. Institute of Professional Studies and Services 
    49. Isibani Skills Academy 
    50. Isibani Soluntu Development Trust 
    51. Itireleng Bokamoso Trading Development Services and Associates 
    52. Katiso-kuno Consulting 
    53. Kenako Investments 
    54. Khululeka Community Education Centre 
    55. Kids Academy 
    56. Klein Karoo Resource Centre 
    57. Learning Performance Link 
    58. Legacy Leap Skills Developmemt Institute (Pty) Ltd 
    59. Leronsa Trading Enterprise 
    60. Li Lichule Trading cc 
    61. Loago Business Consulting 
    62. LONA ULWAZI CONSULTANTS CC 
    63. M Power Learning and Development 
    64. MACCAUVLEI LEARNING ACADEMY (PTY) LTD 
    65. Marematlou Training Institute 
    66. MATHS CENTRE INCORPORATING SCIENCES 
    67. Matimba Management and Labour cc 
    68. MENTORNET (PTY) LTD 
    69. MMAKAU TRAINING INSTITUTE (PTY) LTD 
    70. Mochochonono Training Solutions cc 
    71. Montessori Teacher Training Centre South Africa 
    72. MTL Training and Projects 
    73. Networx for Career Development 
    74. NOMAKU TRADERS CC 
    75. Northern Cape Rural TVET College 
    76. Northern Cape Urban College: Kimberley Campus 
    77. Northlink College 
    78. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    79. Ntevho-Ketso Training and Recruitement Consultancy cc 
    80. NTI College 
    81. Orbit FET College - Central Office 
    82. Orchards Graduate School Pty Ltd 
    83. Pace Career Centre 
    84. Petra institute of Development (PTY) Ltd 
    85. Pineridge Training Centre 
    86. PMA Holding (Pty) Ltd 
    87. Pro-Ed Training 
    88. Professional Development and Training Institute (Pty) Ltd 
    89. Project Literacy 
    90. QPD CONSULTANTS 
    91. Rams Professional Training and Conferencing 
    92. Read Educational Trust 
    93. Resonance Institute of Learning 
    94. Retshetse Training Project 
    95. Rhodes University 
    96. SANTS College 
    97. Sigodi Development Services and Associates (SDS) cc 
    98. Sirius Training 
    99. Sisazi Consulting 
    100. Siyahluma Education Institute 
    101. SKU Training and Assessment 
    102. South Cape Public FET College - George Campus 
    103. Southern African Youth Movement 
    104. Spotru Training Centre 
    105. SPS Consulting (Pty) Ltd 
    106. Sustainability Institute Trust 
    107. T Mabuya & Associates (Pty) Ltd 
    108. TEAM CONSULTANTS CC 
    109. Tembe Service Providers 
    110. Thabelanang t/a Thabelanang Trading Enterprise 
    111. Thasha Training and Consulting 
    112. The College of Modern Montessori 
    113. The Finishing College (Pty) Lt 
    114. The Fundamentals Training Centre 
    115. THE GMC GROUP PTY LTD 
    116. The Institute of People Development 
    117. The Iscariota Group (Pty) Ltd 
    118. Thembekile training consulting 
    119. Thuto Ya Setshaba Training Services (Pty) Ltd 
    120. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    121. TMG Quality Services 
    122. Tshwane South College for (ECD Academy) 
    123. Ulwazi Training & Development 
    124. Umzansi Educational Programs Centre 
    125. UNIVERSAL COLLEGE OUTCOMES SA 
    126. VERYCOOLIDEAS 
    127. Vuselela TVET College 
    128. Wildfire Development Training Agency 
    129. Winston Academy 
    130. World Wide Education Providers(Pty)Ltd 



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