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Samke DlaminiSD
Open to opportunities

Samke Dlamini

@samkedlamini

Assistant Teacher and tourism management graduate, delivering reliable classroom support and strong administrative, customer-focused service.

South Africa
Message

What I'm looking for

I’m looking for a dynamic organization where I can apply my assistant-teaching experience, customer service, and administration skills. I want to support learners and teams with strong communication, record keeping, and organized problem solving.

I’m a motivated and dependable professional with a Higher Certificate in Tourism Management from UNISA and hands-on experience as an Assistant Teacher. I bring strong communication, customer service, and administrative strengths to help teams run smoothly and support learners effectively.

In my role as an Assistant Teacher, I assisted teachers with classroom preparation and administration, supported learners with academic activities, and maintained records and documentation. I supervised learners and promoted a positive learning environment while focusing on organization and time management.

Beyond the classroom, I’m confident in record keeping, problem solving, and day-to-day administrative support. I work well in teams, adapt quickly, and bring disciplined attention to detail through data capturing and structured documentation.

I hold a Code 10 Driver’s Licence and I’m eager to contribute to a dynamic organization where my communication, customer service, and administrative capabilities can make an immediate impact. I’m especially interested in roles that value reliability, professionalism, and clear, supportive service.

Experience

Work history, roles, and key accomplishments

Education

Degrees, certifications, and relevant coursework

University of South Africa (UNISA) logoUU

University of South Africa (UNISA)

Higher Certificate in Tourism Management, Tourism Management

Completed a Higher Certificate in Tourism Management at UNISA (obtained on 4 June 2026).

Tech stack

Software and tools used professionally

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