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

Maintain and adapt oral/signed communication 
SAQA US ID UNIT STANDARD TITLE
119454  Maintain and adapt oral/signed communication 
ORIGINATOR
SGB GET/FET Language and Communication 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 2  NQF Level 02  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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

This unit standard replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
8962  Maintain and adapt oral communication  Level 2  NQF Level 02  5   

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful to learners who need a sound foundation of spoken/signed language ability for further language growth, and for application in real life contexts. Learners talk/sign confidently in both formal and informal contexts and /sign actively for ideas and information in interactions with other people. They are aware of the ways others speak/sign to influence listeners and audiences. In conveying their ideas and information they select language and a register that is accessible to their audience and fit for their purpose.

Learners credited with this unit standard are able to:
  • Use a variety of strategies to maintain communication.
  • Adapt language to accommodate socio-cultural sensitivities without losing own meaning.
  • Use knowledge of language structures and conventions to shape or decode meaning of unfamiliar vocabulary or constructions.
  • Organise and present information in a focused and coherent manner.
  • Identify and explain how speakers/signers influence audiences. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the full spectrum of language knowledge laid down in the NQF level 1 or revised National Curriculum Statements up to and including GETC.

    Learners can:
  • Listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.
  • Communicate confidently and effectively in spoken/signed language in a wide range of situations. 
    		•

    UNIT STANDARD RANGE 
    Speaking/signing and listening/signing in defined oral/signed interactions in socio-cultural, learning and workplace situations, in both formal and informal contexts.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use a variety of speaking and listening/signing strategies to maintain communication. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Questions to obtain information and clarify meaning are appropriate to the context, and are used to maintain interaction. 
    ASSESSMENT CRITERION RANGE 
    Questions must include: who, what, when, where, why and how questions.
     

    ASSESSMENT CRITERION 2 
    Interaction is sustained through exchanges with others to clarify understanding, information, ideas and opinions. 

    ASSESSMENT CRITERION 3 
    Intonation (tone)/NMFs, volume/sign size, pace and rhythm, pitch/NMFs, stress, repetition and pacing are used in a manner that supports and conveys meaning. 

    ASSESSMENT CRITERION 4 
    Sustained interactions reflect an ability to discuss a series of events. 

    ASSESSMENT CRITERION 5 
    The main ideas are clearly distinguished during the interactions and are supported by information appropriate to the context and topic of discussion. 

    ASSESSMENT CRITERION 6 
    Interactions are coherent, and conclusions and opinions that are justified by evidence and arguments during the interaction are recognised, then supported or countered. 

    ASSESSMENT CRITERION 7 
    Own speech/signing is corrected or adapted to promote clarity and understanding during the interaction. 

    SPECIFIC OUTCOME 2 
    Adapt speech/signing to accommodate socio-cultural sensitivities without losing own intention. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The effects of combining the spoken/signed word with visual features and body language are explained and used appropriately with reference to purpose, audience and context. 

    ASSESSMENT CRITERION 2 
    Intonation/NMFs is/are used appropriately to support intentions in spoken/signed texts and its impact is explained. 

    ASSESSMENT CRITERION 3 
    The impact on interaction of using appropriate or inappropriate forms of politeness in a -specific context is explained. 

    ASSESSMENT CRITERION 4 
    Own ideas and opinions are expressed in ways that reflect respect for others and sensitivity to socio- cultural differences and ways of constructing meaning. 

    SPECIFIC OUTCOME 3 
    Use knowledge of language structures and conventions to shape or decode meaning of unfamiliar vocabulary or constructions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    New or borrowed words/signs are identified when listening/viewing, idioms, slang, acronyms and technical terms are identified and used appropriately in speaking/signing. 

    ASSESSMENT CRITERION 2 
    New words/signs are explored and meaning constructed from a range of contextual clues in order to extend vocabulary. 
    ASSESSMENT CRITERION RANGE 
    Contextual clues include: parts of speech/signing; derivatives; compound words; roots, prefixes, suffixes; compound derivatives; etymology; synonym, antonym, homonym; homophone.
     

    ASSESSMENT CRITERION 3 
    Meaning in speaking/signing is supported by the appropriate use of pause, intonation/NMFs, pace, stress and a variety of sentence structures. 

    SPECIFIC OUTCOME 4 
    Organise and present information in a focused and coherent manner. 
    OUTCOME RANGE 
    Articulation, pronunciation, production of signs, volume, tempo, intonation/NMFs, non-verbal cues, body language, tone, register, volume, sign size and pace, gestures and eye contact in presentation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Speech/signing is organised in a way that makes its meaning and purpose accessible to listeners/audience. 

    ASSESSMENT CRITERION 2 
    Style and register suit purpose and audience. 

    ASSESSMENT CRITERION 3 
    Information appropriate to purpose, audience and context is identified, located, selected, logically structured and presented. 
    ASSESSMENT CRITERION RANGE 
    Sources of information include (where available) libraries, manuals, directories, internet, video material, atlases, files, journals, archives, museums, schedules and official documents.
     

    ASSESSMENT CRITERION 4 
    Illustrative aids used to promote understanding in the communication process are appropriate to the topic, audience and context. 

    ASSESSMENT CRITERION 5 
    Own points of view and ideas are presented coherently in prepared and unprepared talks. 
    ASSESSMENT CRITERION RANGE 
    At least two different techniques of speech/sign delivery, two purposes and two different audiences.
     

    ASSESSMENT CRITERION 6 
    Conclusions are formulated in clear, simple language, summarising the main evidence and stating own point of view. 

    SPECIFIC OUTCOME 5 
    Identify and explain how speakers/signers influence audiences. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Speaker's/signer's choice of words, language usage, symbols, pictures and tone, sign size and pace is explored and explained in terms of impact on audience. 
    ASSESSMENT CRITERION RANGE 
    Bias (cultural, religious or peer preferences, misrepresentation, discrimination, racist, sexist, ageist); humour; irony; sarcasm.
     

    ASSESSMENT CRITERION 2 
    Speaker's/signer's omission or inclusion of pertinent facts and opinions is recognised and explained in terms of impact on audience. 

    ASSESSMENT CRITERION 3 
    The impact of different techniques of spoken/signed communication is identified and evaluated in terms of influence on selected audiences and used appropriately. 
    ASSESSMENT CRITERION RANGE 
    Stress, intonation, NMFs, rhythm, repetition, rhetorical questions, use of first person for inclusion, analogies, use of passive, 'politically correct' language.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria.

    Learners can understand and explain that languages have certain features and conventions, which can be manipulated. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes. Knowledge of formats, conventions, protocol and context is acquired through activities used to attain this standard.

    Learners are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the learner's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading and written activities or signing. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: using interactive speech/signing in activities, discussion and research projects. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively through using language. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: fundamental to the process of growing language capability across language applications and fields of study. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: through using language to explore and express links, and exploring a global range of contexts and texts. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself: by engaging with texts that stimulate awareness and development of life skills and the learning process. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which Learning Programme developers can select. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning. Assessment should be valid, direct, authentic, sufficient, systematic, open and consistent. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 8962, "Maintain and adapt oral communication", Level 2, 5 credits.

    GLOSSARY

    Acronym
  • A pronounceable word formed from the first letter or letters in a phrase or name e.g. SADTU for South African Democratic Teachers Union .

    Additive multilingualism
  • A form of bilingual education in which the language of instruction is not the 1st language of the children, and is not intended to replace it. In an additive bilingual education programme the first language is maintained and supported, but the language of learning and teaching is taught alongside it. When the language of instruction is likely to replace the children's first language, this is called subtractive bilingualism.
  • Appropriate dress (footnote in u std): solid colour that contrasts your skin colour; appropriate for the context/audience, for example, jewellery.

    Audience
    The intended reader, listeners, or viewers of a particular text - in planning a piece of writing/signing learners (speakers/signers/writers/presenters) must take into consideration the purpose and audience in choosing an appropriate form of writing/signing.

    Author
  • The creator or originator of a piece of narrative, whether signed or written.

    Coherence
  • The underlying logical relationship, which links ideas together. Coherence is to do with ideas and meanings. A paragraph (see definition below) is coherent if all its sentences (see definition below) are connected logically so that they are easy to follow. An essay/signed narrative is coherent if its paragraphs are logically connected and the ideas have a unity, forming a logical whole.

    Cohesion
  • Linking ideas by means of language (e.g. the grammar or syntax of a sentence or paragraph) and/or use of space, using logical connectors or linking words/signs such as conjunctions, non manual features (see definition below), pronouns to hold a paragraph together and give it a linguistic unity.

    Collage
  • A form of art in which a variety of materials, such as photographs, fabric, objects, hand-drawn pieces, and printed text, are attached to a surface. Learners can demonstrate their understanding of many themes and issues through the choice of materials and design elements of a collage.

    Colloquialism
  • A word or expression used in everyday conversation but not in formal language.

    Constructed dialogue/role shifting
  • Constructed dialogue is when the signer alternately assumes the role of various characters within a story/narrative, using first person perspective. Ways of doing this can include use of space, head movements, eye gaze, body orientation and movements, etc.

    Context
  • That which precedes or follows a word/sign or text and is essential to its meaning.
  • The broader literal, social or cultural environment to which a text (or part of a text) is related and which affects its readers'/viewers' understanding.

    Controlling idea
  • An important or central concept, theme, or argument that is used to unify a signed, written, oral, or media text.

    Conventions
  • Accepted practices or rules in the use of language. Some conventions help convey meaning (e.g. use of space, the rules of grammar of a language, punctuation typefaces, capital letters, etc.); others assist in the presentation of content (e.g. use of sign placement, table of contents, headings, footnotes, charts, captions, lists, pictures, index, etc.)

    Creative thinking
  • The process of thinking about ideas or situations in inventive and unusual ways in order to understand them better and respond to them in a new and constructive manner. Learners think creatively in all subject areas when they imagine, invent, alter, or improve a concept or product.

    Critical thinking
  • The process of thinking about ideas or situations in order to understand them fully, identify their implications, and/or make a judgement about what is sensible or reasonable to believe or do.

    Discourse
  • Connected speech or signing or writing which is longer than a conventional sentence; a formal term for a talk, a conversation, or the written/signed treatment of a subject.

    Diction
  • The choice of words or phrases or signs in speech or writing or signing; the particular words or phrases or signs chosen to express an idea.

    Editing
  • The process of correcting grammatical, usage, punctuation/non manual features, and spelling errors to ensure that the writing/signing is clear and correct. The editing process also includes checking writing/signing for coherence of ideas and cohesion of structure. In media, editing involves the selection and juxtaposition of sounds and/or images.

    Essay/signed narrative
  • A prose composition that discusses a subject or makes an argument. This type of writing often presents the writer's/presenter's own ideas on a topic. The SASL equivalent of this would be a signed narrative.

    Etymology
  • The origin and history of the form and meaning of a word/sign.

    Figurative language
  • Words or signs or phrases used in a non-literal way to create a desired effect (e.g. simile, personification, metaphor).

    Fluency
  • The word comes from the flow of a river and suggests a coherence and cohesion that gives language use the quality of being natural, easy to use and easy to interpret.

    Foreshadowing
  • A device in literature in which an author provides an indication of future events in a plot.

    Forms of text
    Any particular type of text, having specific and distinctive characteristics arising from its purpose, function, and audience.
  • Written/signed forms may include narratives (folklore/short stories/novels/dramas), dialogues, sets of instructions, advertisements, editorials, brochures, manuals, agendas and minutes, diary entries, journals, lists, charts, plays, reports, journals, essays/signed narratives, poems and letters.
  • Oral/signed forms may include conversations, debates, seminars, panel discussions, interviews, role play, monologues, prayers, lectures, negotiations, and speeches/presentations
  • Visual genres may include photographs, documentaries, travelogues, feature films, soap operas, and cartoons. These can be analysed into more specific genres, for example, feature films could be grouped as westerns, thrillers, dramas, romances, musicals and comedies.

    Free verse
  • Poetry written/signed without a regular metrical pattern, but based on natural rhythms of speech/signing and free expression rather than on a predetermined form. Free verse may be rhymed or unrhymed.

    Genre
  • The types or categories into which literary works are grouped (e.g. signed narrative, novel, short story, essay, poetry, drama, or film)

    Grammar
  • A description of the structure of a language, particularly the way words, signs and phrases are formed and combined to produce sentences. It takes into account the meanings, functions and organisation of these sentences in the system of the language.

    Graphic organiser
  • A visual representation such as a chart, table, timeline, flowchart, or diagram used to record, analyse, synthesise, and assess information and ideas.

    Hyperbole
  • A literary device in which exaggeration is used deliberately for effect or emphasis (eg a flood of tears).

    Iconicity
  • Iconicity as a poetic strategy is the use of signs to represent action/movement, and is often used in conjunction with repetition of parameters and rhythm.

    Idiom
  • A group of words/signs that, through usage, has taken on a special meaning different from the literal meaning (e.g. "keep your shirt on! Or "It's raining cats and dogs").

    Implicit meaning
  • Ideas and concepts that are present but stated indirectly.

    Inference
  • A conclusion drawn from evidence.

    Information processing
  • A general term for the process by which information is identified, understood, stored, organised, retrieved, combined and communicated to form new knowledge.

    Irony
  • A statement or situation that has underlying meaning different from its literal or surface meaning.

    Jargon
  • Apeech, signing or writing used by a group of people who belong to a particular trade, profession, or any other group bound together by mutual interest, e.g. the jargon of law, medical jargon. Jargon is useful when used within a trade or profession, but when it is used to exclude listeners, /readers/viewers from an interaction, it is potentially hurtful or even harmful.

    Key questions
  • There are five common questions that help discover the essential facts: who, what, where, when, and why? In newspaper reports, it is important to cover these questions at the beginning.

    Literary (stylistic) device
  • A particular pattern of words/signs, a figure of speech, or a technique used in literature to produce a specific effect (e.g. hand shape repetition, rhythm, rhyme, parallel structure, analogy, comparison, contrast, irony, foreshadowing, simile, metaphor, personification, pun, oxymoron, symbol).

    Mind-map
  • The preparation of a graphic representation of key words.

    Multimedia presentation
  • A work that uses a combination of media to present information and ideas (e.g. a presentation using slides, computer graphics, posters, and video clips).

    Non verbal language/communication
  • Communication without the use of words/signs, which could be done by gestures or could refer to total body language.

    Obfuscation
  • The deliberate use of words/signs/phrases/jargon/idioms that will not be understood by the listener/reader/viewer. It is a clouding of the issue to avoid taking responsibility for an action or to confuse the listener/viewer into accepting something that should not be lightly accepted

    Onomatopoeia
  • The use of a word having a sound that echoes its sense (e.g. buzz, hum, bang)

    Oxymoron
  • A combination of words/signs with contradictory meanings, used deliberately for effect. It is usually formed by using an adjective to qualify a noun with an opposite meaning (e.g. an open secret).

    Paragraph(s)
  • Where appropriate, 'paragraph (s)' should be read as 'chunks of sign'.

    Parameters
  • Parameters are the building blocks of signs: handshape, location, movement, palm orientation, and non manual features.

    Paraphrase
  • A restatement/expression of an idea or text using one's own words/signs.

    Point of view
  • In fiction, the position of the narrator in relation to the story and audience (e.g. limited/ omniscient/ third-person/first-person narrator or multiple narrators.

    Power relations
  • When a particular group dominates other groups. This dominance could be related to gender, race, nationality, disability or language groups. In this document, the focus is on how the use of language (the choice of words) indicates a relationship that is neutral, empowered or disempowered.

    Reading/viewing strategies
    Skills and approaches used before, during and after reading/viewing to determine the meaning and increase understanding of a text. Examples are:
  • Scanning: a type of reading/viewing used to locate a particular piece of information without necessarily attending to other parts of a text
  • Skimming: a type of reading/viewing used to identify only the main idea or ideas or to pick out any words in capitals/ in italics/underlined, as well as any visuals or font indicators that would help a reader/viewer to understand a passage.
  • Sifting: selecting the most important ideas, words, facts or finding only those details relevant to a task or purpose

    Register
  • Speech/signing variety used by a particular group of people, usually sharing the same occupation or the same interests. A speaker/writer/presenter/signer must choose signs/words/images that are easily understood by the listener/reader/viewer/audience - the pitch must suit the purpose.

    Research
  • Involves a systematic investigation involving the study of materials and sources in order to establish facts and seek out truth. The following stages are involved: selecting a topics, narrowing the focus, locating appropriate resources, gathering information, analysing material and forming conclusions, presenting the information in written and/or oral/signed form, and documenting the sources of information and ideas.

    Rhetorical question
  • A question not asked for information but for dramatic effect. The question is usually either one that does not need an answer, as the issue is self-evident, or one that the speaker/signer/writer/presenter proceeds to answer immediately.

    Role play
  • A dramatic technique in which participants act the part of another character, usually in order to explore the character's thoughts, feelings, and values.

    Paragraph (in relation to SASL)
  • A paragraph is a coherent and cohesive collection of sentences. Its boundaries may be indicated by manual or non manual devices.

    Presenting/signing (also refer to viewing)
  • SASL does not have a written form. Therefore, reading and writing/presenting outcomes take on a different form, that is, a receptive and productive competence. For simplicity, the unit standards refer to viewing and presenting respectively.

    Sentence (in relation to SASL)
  • A sentence is a unit of meaning made up of a collection of signs and non manual features, always including a verb, and adhering to specific grammatical rules of SASL .

    Sign devices
  • Sign devices are visual strategies used in signed poetry, for example, rhythm, placement, role shifting, and repetition of handshape, location, movement, palm orientation, and non manual features.

    Sign parameter
  • The building blocks of the sign/word: handshape, location, movement, palm orientation, non-manual sign.

    Sign devices
  • These include register, non-manual features (NMFs), placement, role-shift, parameter

    Slang
  • Casual, very informal speech/signing, using expressive but informal words and expressions. Slang is usually related to age or social group rather than to trade or profession (jargon). It is used to stress an identity for those in the know and to exclude those who do not know the terms, for example, words to describe money, grown-ups, police, and activities.

    Stylistic devices
  • A particular pattern of words, a figure of speech or technique used in literature to produce a specific effect, e.g. rhyme, parallel structures, short or one word sentences, analogies, comparisons, contrasts, irony, foreshadowing, similes, metaphors.

    Symbol
  • Something that stands for or represents an abstract idea.

    Syntax
  • The way in which words are arranged to form larger grammatical structures (e.g. phrases, clauses, and sentences).

    Technical language
  • The terminology used in a field or understood by a trade, profession or group of people e.g. in metal -working, the term "pig" means a mould for casting metal. It differs from jargon in being more generally understood and used, for example, by many people rather than a few and it does not have the negative connotations that the word "jargon" carries.

    Text
    Texts refer to signed, spoken, written, or visual communications, including sign language that communicates meaning to an audience or reader/viewer. A text may be considered from the point of view of its structure, context and function.
  • Spoken/signed texts: May include conversations, speeches/presentations, prayers, and songs,
  • Written/signed texts: May include poetry, drama, novels, letters, magazine and newspaper articles, paragraphs, essays/signed narratives, and scripts
  • Visual texts: May include photographs, posters, cartoons, advertisements, environmental prints (road signs), maps, diagrams, charts, and films

    Tone
  • The quality and timbre (distinctive character) of the voice used in speaking; the height of pitch and change of pitch which is associated with the pronunciation of syllables or words and which affects the meaning of the word.

    Topic sentence
  • The sentence that expresses the central idea in a paragraph. In SASL, repetition of important signs occurs throughout the paragraph to express the topic of the paragraph or a number of paragraphs.

    Voice
  • In writing: a work's distinctive style of expression, personal or impersonal, conveyed through the author's use of vocabulary, sentence structure, and imagery. In oral/signed communication: the quality of sound produced by a speaker. In grammar: a property of verbs (e.g. active and passive voice).

    Writing process
    The process involved in producing a polished piece of writing. It comprises several stages. The main stages are:
  • Generating ideas
  • Choosing a form of writing to suit the topic, purpose and audience
  • Developing a plan for writing
  • Organising ideas
  • Writing and revising drafts
  • Editing
  • Proofreading
  • Producing and publishing

    Venn diagram
  • Graphs that use circles to present connections and intersections.

    Viewing (also referring to signing)
  • SASL does not have a written form. Therefore, reading and writing/presenting outcomes take on a different form, that is, a receptive and productive competence. For simplicity, the unit standards refer to viewing and presenting respectively. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  59099   National Certificate: Agricultural Equipment Service and Repair  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  57162   National Certificate: Aluminium Fabrication and Installation  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Fundamental  64709   National Certificate: Automotive Body Repair  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  71950   National Certificate: Automotive Components: Manufacturing and Assembly  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  65809   National Certificate: Automotive Manufacturing and Assembly  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  78523   National Certificate: Automotive Repair and Maintenance  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  64410   National Certificate: Automotive Spray Painting  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  78944   National Certificate: Autotronics  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  50307   National Certificate: Bread and Flour Confectionery Baking  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FOODBEV 
    Fundamental  58955   National Certificate: Chemical Manufacturing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CHIETA 
    Fundamental  78527   National Certificate: Chemical Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  58227   National Certificate: Clothing, Textile, Footwear and Leather Manufacturing Processes  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FPMSETA 
    Fundamental  57878   National Certificate: CNC Production Machining  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  64749   National Certificate: Community Health Work  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW SETA 
    Fundamental  61689   National Certificate: Community Water, Health and Sanitation Promotion  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  EWSETA 
    Fundamental  65789   National Certificate: Construction Plant Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Fundamental  71490   National Certificate: Contact Centre Support  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  65129   National Certificate: Diesel Electric and Electric Fitting  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  73313   National Certificate: Electrical Engineering  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  58860   National Certificate: Electro-Mechanical Winding  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  58269   National Certificate: Electro-Mechanics  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  67569   National Certificate: Electronics Manufacturing and Assembly  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  MERSETA 
    Fundamental  58722   National Certificate: Engineering Fabrication  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  71491   National Certificate: Equine Studies  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Fundamental  59016   National Certificate: Fish and Seafood Processing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FOODBEV 
    Fundamental  58433   National Certificate: Fishing Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  TETA 
    Fundamental  64029   National Certificate: Food Processing: Plant Baking  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FOODBEV 
    Fundamental  66512   National Certificate: Foundry Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2013-11-07  MERSETA 
    Fundamental  59015   National Certificate: Gas Installations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CHIETA 
    Fundamental  65769   National Certificate: Glazing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Fundamental  65750   National Certificate: Hairdressing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  80786   National Certificate: Home-Care Practices  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Fundamental  96402   National Certificate: Hot Water System Installation  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  77163   National Certificate: Industrial Water Treatment Support System Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  EWSETA 
    Fundamental  59326   National Certificate: International Trade  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  TETA 
    Fundamental  65049   National Certificate: Jewellery Manufacturing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MQA 
    Fundamental  64949   National Certificate: Laboratory Practice  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  58248   National Certificate: Laboratory Practice  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered"     		 2008-08-05  MQA 
    Fundamental  58268   National Certificate: Lift Installation and Maintenance  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  66312   National Certificate: Lumber Milling  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FPMSETA 
    Fundamental  74530   National Certificate: Measurement, Control and Instrumentation  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  59689   National Certificate: Mechanical Engineering  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  59729   National Certificate: Mechanical Handling (Rigging)  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  67629   National Certificate: Mechatronics  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  79686   National Certificate: Metal and Engineering Manufacturing Processes  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  58718   National Certificate: Metals Processing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  64189   National Certificate: Metals Production  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  50083   National Certificate: Milk and Cream Handling and Storing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2009-12-02  Was FOODBEV until Last Date for Achievement 
    Fundamental  74229   National Certificate: Milk and Cream Handling and Storing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FOODBEV 
    Fundamental  59305   National Certificate: Mineral Processing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MQA 
    Fundamental  60349   National Certificate: Mining Technical Support  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MQA 
    Fundamental  58144   National Certificate: Music Industry Practice  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Fundamental  59389   National Certificate: Nature Conservation: Resource Guardianship  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Fundamental  74269   National Certificate: Occupational Health, Safety and Environment  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-07-30  As per Learning Programmes recorded against this Qual 
    Fundamental  65510   National Certificate: Piano Restoration  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Fundamental  58010   National Certificate: Piano Restoration  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered"     		 2009-04-08  Was CATHSSETA until Last Date for Achievement 
    Fundamental  79408   National Certificate: Polymer Compound Manufacturing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  57900   National Certificate: Printing and Manufacture of Packaging  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  FPMSETA 
    Fundamental  58781   National Certificate: Production Technology  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  61929   National Certificate: Pulp and Paper Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FPMSETA 
    Fundamental  62709   National Certificate: Service Station Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  W&RSETA 
    Fundamental  50542   National Certificate: Small Craft Construction  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered"     		 2009-08-31  Was MERSETA until Last Date for Achievement 
    Fundamental  64909   National Certificate: Small Scale Mining  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MQA 
    Fundamental  59549   National Certificate: Strata Control Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MQA 
    Fundamental  78963   National Certificate: Telecommunications for Customer Premises Equipment  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Fundamental  59017   National Certificate: Tissue Conversion  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  FPMSETA 
    Fundamental  61809   National Certificate: Tyre Repair and Maintenance  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  57823   National Certificate: Ward Committee Governance  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  LG SETA 
    Fundamental  60169   National Certificate: Water and Wastewater Reticulation Services  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  EWSETA 
    Fundamental  65929   National Certificate: Waterproofing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Fundamental  57881   National Certificate: Welding Application and Practice  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  58206   National Certificate: Wholesale and Retail Operations  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  W&RSETA 
    Fundamental  77003   National Certificate: Yacht and Boat Building  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  90656   National Certificate: Mine Ventilation  Not Applicable  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MQA 
    Elective  79806   National Certificate: Occupational Hygiene and Safety  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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. 1 Classie Africa 
    2. 4 TOPS ACADEMY 
    3. A4 Consultancy CC 
    4. ADCORP TECHNICAL TRAINING (PTY) LTD 
    5. AFRICA SKILLS VILLAGE 
    6. African Apex Apparel (Pty) Ltd 
    7. Aldabri 106 Institute for Quality Pty Ltd 
    8. ALLOYS HEAD OFFICE 
    9. Amabamba Recruitment 
    10. Amandla Consulting Services 
    11. ANGLO PLATINUM - ENGINEERING SKILLS TRAINING CENTRE 
    12. Arden School of Management (Pty) Ltd 
    13. ASSMANG BEESHOEK MINE 
    14. Associated Spinners Pty Ltd 
    15. AVAX SA 481 CC. T/A Mandisa Development Services 
    16. Aveng Grinaker -LTA Civil Engineering 
    17. Avenida (Pty) Ltd 
    18. Bader Sa Proprietary Limited 
    19. BAFOKENG RASIMONE MANAGEMENT SERVICES PTY LTD 
    20. BANA BA THARI MINING TRANING AND DEVELOPMENT ACADEMY 
    21. Better Best Agri Development 
    22. BOLAND COLLEGE (Paarl) 
    23. Bonakude Consulting (Pty) LTD 
    24. Bright Idea Projects 179 cc 
    25. Bright Storm Projects 
    26. Brilliant Affairs 
    27. Bull's Business and Skills Training Institute 
    28. Buscor 
    29. Buyisiwe Management Services (Pty) Ltd 
    30. CADDIS TRADING CC 
    31. Cel Impilo (Pty) Ltd 
    32. CHILUTSI TRADING ENTERPRISE 
    33. CLEAN HEAT ENERGY SAVING SOLUTIONS (PTY) LTD 
    34. College of Transport Logistics (Pty) Ltd 
    35. Crossley Holdings (Pty) Ltd 
    36. DE BEERS CONSOLIDATED MINES VENETIA 
    37. Dee's Training (PTY) LTD 
    38. Deneb Investments Ltd 
    39. Diversity technology Training Institute 
    40. Dlamini The Siba PTY LTD 
    41. DM Training Consultants 
    42. Double ST Training and Skills Development 
    43. Durban Overall PTY LTD 
    44. Eastcape Training Centre 
    45. EASTERN CHROME MINES SAMANCOR 
    46. Edequette Training Institute 
    47. Edutraining Business College 
    48. ERGO BUSINESS DEVELOPMENT ACADEMY NPC 
    49. ERGO MAPHELONG INSTITUTE (PTY) LTD 
    50. ERWAT 
    51. ESKOM GENERATION - PALMIET PUMP STORAGE GRABOUW 
    52. Excellent Minds Institute (Pty) Ltd 
    53. EXXARO COAL (PTY) LTD 
    54. Faranang Marketing 
    55. FINSCH DIAMOND MINE(PTY) LTD 
    56. FOSKOR (PTY) LTD 
    57. FRASER ALEXANDER PTY LTD 
    58. Fumani Ma-Afrika Group 
    59. Gemini Training And Development Pty Ltd 
    60. GEOSTRAT TRAINING 
    61. Giamanje TVET College 
    62. GLOBAL JEWELLERY ACADEMY 
    63. Global Maritime Legal Solutions Pty Ltd 
    64. Goitsebasadi Construction Project 
    65. Growth Management Consulting 
    66. HARMONY GOLD MINING CO LTD 
    67. HAZYVIEW WATER SKILLS ACADEMY 
    68. HDPSA 
    69. HOMECHOICE 
    70. ICM t/a Institute for Career Management 
    71. IMFUNDISO SKILLS DEVELOPMENT (PTY)LTD 
    72. imithetho labour law 
    73. IMPALA PLATINUM SERVICES LTD 
    74. Intellect Management and Training 
    75. Inter-Coastal Business & Property Services cc 
    76. Intercept Consulting and Training Solutions 
    77. INTSIKA SKILLS BENEFICIATIONPROJECTS 
    78. IQ Skills Academy (PTY) LTD. 
    79. Jabukile Consultancy 
    80. Jobafrik Consulting 
    81. Josmap Training Institute 
    82. KABELANO TRAINING SOLUTIONS (PTY) LTD 
    83. Kelmik Training Centre (Pty) Ltd 
    84. Khantsha Projects NPC 
    85. Khehli Institute 
    86. KHUMANI IRON ORE MINE 
    87. KOLOMELA MINE 
    88. KP ACADEMY (PTY) LTD 
    89. KPI Consulting Pty LTD 
    90. KUMBA IRON ORE (SISHEN) 
    91. Kumba Sishen HRD Centre 
    92. Kwa Nxamalala Computer College 
    93. Lewerb Holdings (PTY) Ltd 
    94. LICENCE WISE TRAINING SPECIALISTS 
    95. Limadi Industrial Projects 
    96. LIMPOPO JEWELLERY BUSINESS INCUBATOR 
    97. Majuba TVET College 
    98. Majuba FET College - Central Office 
    99. Makhuba Development Projects CC 
    100. Makwedeng Training 
    101. Mamuhle Academy 
    102. MANCOSA Pty (Ltd) 
    103. Maritime Business Institute 
    104. MATHOME TRAINING AND DEVELOPMENT (PTY) LTD 
    105. Mavco Engineering 
    106. Mazasa Management Consulting CC. 
    107. Mcebo Technologies 
    108. Mdaka Omnyama Trading and Projects 
    109. METSKILL PTY LTD 
    110. Mintirho Development Services 
    111. MMTI Holdings 
    112. Mnambithi TVET College 
    113. MODIKWA MINING PERSONNEL SERVICES PTY L TD 
    114. MOLOKO SMALL ENTERPRISE 
    115. Morar Incorporated - KZN 
    116. Mortarboard Training Solutions 
    117. Motheo TVET College 
    118. MSC ARTISAN ACADEMY 
    119. MTK Corporate Solutions 
    120. MTL Training and Projects 
    121. MURRAY & ROBERTS CEMENTATION (PTY)LTD 
    122. Nemalale Eagles Consultancy CC 
    123. Neopeo Trading & Projects 
    124. Networx for Career Development 
    125. Ngidi Consulting (Pty) Ltd 
    126. Nkinane Trading Enterprise 
    127. NKQUBELA CONSULTING 
    128. Nokaneng Environmental Management Consulting 
    129. Nokusho M Consulting and Trading 
    130. NORTHAM PLATINUM LTD 
    131. NTANDOKAZI HOLDINGS (PTY) LTD 
    132. Ntunzela Trading Enterprise 
    133. Operational Process Improvements (Pty) Ltd 
    134. Othandweni Training Centre 
    135. P and R Development and Training (Pty) Ltd 
    136. Pachedu Skills Solutions 
    137. PALABORA COPPER (PTY) LTD 
    138. Paramount Training Academy 
    139. PCD College cc 
    140. Pebetse Training and Consulting 
    141. Petra Institute of Development 
    142. PFIM Trading (Pty) Ltd 
    143. PMA Holdings (PTY ) LTD. 
    144. PNEUMA JEWELLERS CC 
    145. POWER SYSTEMS TRAINING, CAPE TOWN 
    146. POWERGATE TRAINING PTY LTD 
    147. Powerpro Technologies and Training Facility (PTY) LTD 
    148. PRIDE OF SUCCESS (PTY) LTD 
    149. PROEARTH Pty Ltd 
    150. Progressive School of Business and Engineering (Pty) 
    151. PROGRESSIVE TRAINING DEVELOPMENT AND PROJECTS (PTY) LTD 
    152. Protech Training (Pty) Ltd 
    153. PTDEV (Pty) Ltd 
    154. Reflections Development Institute 
    155. Regent Business School (Pty) Ltd t/a Regent Business School 
    156. RICHARDS BAY MINING PTY LTD 
    157. Robertsons Cargo Consultancy 
    158. Robertsons Cargo Consultancy (Pty) Ltd 
    159. Ruthekho Training Academy 
    160. SA Maritime School and Transport College 
    161. Salabedla Contracting and Trading (Pty) Ltd 
    162. SASOL GLOBAL LEARNING 
    163. Schoolboy Training Centre 
    164. SEANEGO INTERGRATED NATURAL RESOURCES MANAGEMENT 
    165. Sebenzisanane Human Capital 
    166. SIBANYE GOLD ACADEMY PROPRIETARY LIMITED 
    167. Silalele Consulting CC. 
    168. Siza Nesu Training and Consultants 
    169. Songimvelo Consultant and Training 
    170. South West Gauteng College - Central Office 
    171. T Mabuya & Associates CC 
    172. Tasc Business Consulting and Training 
    173. THANDEKA VOCATIOL EDUCATION TRUST PTY LTD 
    174. Thando Consulting Services 
    175. THARISA MINERALS (PTY) LTD 
    176. THE BENEFICIATION ACADEMY 
    177. The Brokers Learning Centre 
    178. Thinking Mind Trading 
    179. THOBOLOGO TRAINING & EDUCATION GROUP 
    180. Tjeka Training Matters Pty Ltd 
    181. Tloumogale Business Development & Consulting 
    182. TOP PERFORMERS FOR AFRICA CC 
    183. TOTAL COVERAGE CONSULTING 
    184. Trade Call Investments Apparel (Pty) LTD 
    185. Trade Call Investments Apparel (Pty) Ltd (Mobeni) 
    186. Transnet Rail Engineering Bloemfontein Centre 
    187. Transnet Rail Engineering Cape Town Centre 
    188. Transnet Rail Engineering Durban Training Centre 
    189. Transnet Rail Engineering UitenhageTraining Centre 
    190. Transnet SOC Ltd - Rail Engineering Bloemfontein Training Centre 
    191. Tshepang Consulting & Project 
    192. TSHUANA DI SA HWEGO HRD SOLUTIONS 
    193. TSHWANE LEADERSHIP AND MANAGEMENT ACADEMY (PREMOS) 
    194. Tshwane Training Institute (PTY) LTD. 
    195. TWO RIVERS PLATINUM (PTY) LTD 
    196. Umfolozi FET College 
    197. Umqondo Consultancy 
    198. UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD 
    199. University of Venda 
    200. URSIVOX (PTY) LTD 
    201. Ursivox Interactive Systems 
    202. Vijay Bhagwan Consultancy and Solutions cc 
    203. VINE APPAREL (PTY)LTD 
    204. Visual Excellence Trading 508 (Pty) Ltd 
    205. VPK BUSINESS VENTURE C C 
    206. Vukauzakhe Traiding Enterprise 
    207. Washa 2 Training & Projects 
    208. Wildlife and Environment Society of SA 
    209. XTRACT TRAINING SERVICES (SA)(PTY)LTD 
    210. ZUREL PRIVATE COLLEGE 


    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.