SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Develop learning styles for facilitation of learning of people who are blind or partially sighted 
SAQA US ID UNIT STANDARD TITLE
117092  Develop learning styles for facilitation of learning of people who are blind or partially sighted 
ORIGINATOR
SGB Inclusive Education 
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  15 
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
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 
Continuous learning of all persons benefits the individual and the society in which they live. These benefits surpass the financial benefits often associated with the acquisition of competencies through learning, in that enhanced competence is often associated with increased self-esteem. The purpose of this Unit Standard is to ensure that learners are able to facilitate the learning for persons who are blind and partially sighted in a professional manner. Such facilitation of learning includes using learning styles, visualisation techniques and other such memory strategies.

Credited learners are capable of:
  • Assessing learning resources available to prepare for the implementation of learning styles
  • Employing learning styles to enable persons who are blind and partially sighted to learn
  • Evaluating the effectiveness of learning styles for persons who are blind and partially sighted
  • Evaluating and reporting on the learning potential of persons who are blind and partially sighted 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard are based on the assumption that learners have already attained the following competencies:
  • Communication at NQF Level 4 in one language
  • Communication at NQF Level 3 in another language 

  • UNIT STANDARD RANGE 
    Range statements are provided in the body of the unit standard where relevant. Where the person who are blind and partially sighted to learning is a minor, legal guardian/parental consent is required at all relevant times. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Assess learning resources available to prepare for the implementation of learning styles. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Resources available to persons who are blind and partially sighted, that may enhance learning, are identified accurately 

    ASSESSMENT CRITERION 2 
    Various suitable learning styles are identified according to their suitability for specific contexts 

    ASSESSMENT CRITERION 3 
    Learning strategy and resource preferences of person experiencing visual barrier are determined in consultation with persons who are blind and partially sighted 

    SPECIFIC OUTCOME 2 
    Employ learning styles to enable persons who are blind and partially sighted to learn. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Learning styles and resources are selected in terms of their suitability for the persons who are blind and partially sighted, and are selected in consultation with specific persons who are blind and partially sighted 

    ASSESSMENT CRITERION 2 
    Learning styles and resources are taught to facilitate learning for any one particular person 

    ASSESSMENT CRITERION 3 
    The use, practise and development of learning styles is facilitated in consultation with the persons who are blind and partially sighted 

    ASSESSMENT CRITERION 4 
    Utility of the learning strategy employed by the persons who are blind and partially sighted is assessed accurately, in consultation with specific persons who are blind and partially sighted 

    SPECIFIC OUTCOME 3 
    Evaluate the effectiveness of learning styles for persons who are blind and partially sighted. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The value of specific learning styles is reflected upon in consultation with persons who are blind and partially sighted 

    ASSESSMENT CRITERION 2 
    Effectiveness of learning styles is assessed and compared with the effectiveness of alternative learning styles and methods 

    ASSESSMENT CRITERION 3 
    Learning styles are adapted, if necessary, to enhance the learning ability of persons who are blind and partially sighted 

    ASSESSMENT CRITERION 4 
    Learning styles are replaced, if necessary, with others that enhance the learning ability of persons who are blind and partially sighted 

    SPECIFIC OUTCOME 4 
    Evaluate and report on the learning potential of persons who are blind and partially sighted. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Learning status is identified and discussed with persons who are blind and partially sighted 

    ASSESSMENT CRITERION 2 
    Learning development potential is identified and discussed with persons who are blind and partially sighted 

    ASSESSMENT CRITERION 3 
    Resources for the further development of persons who are blind and partially sighted are identified and discussed with them 

    ASSESSMENT CRITERION 4 
    Learning ability and progress of persons who are blind and partially sighted are reported in terms of specified requirements and include recommendations for further learning development 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements is conducted by providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programmes that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Learning resources available to prepare for implementation of learning styles
  • Use, practice, development and suitability of learning styles
  • Effectiveness of learning styles
  • Learning potential of persons who are blind and partially sighted
  • Specified requirements for reporting
  • Inclusion within the SA context
    Range: historical developments, and key legislation, policies, concepts and terminology 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions to adapt learning styles where necessary. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to identify resources that may available to enhance learning of persons who are blind and partially sighted. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to meet specified requirements when reporting regarding learning ability and progress of persons who are blind and partially sighted. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to evaluate the effectiveness of learning styles for persons who are blind and partially sighted. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to report regarding learning potential of persons who are blind and partially sighted. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    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. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following 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 entire range, wherever it applies. 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 learner 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 learner 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, validity, 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 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49087   National Diploma: Orientation and Mobility Practice for Blind and Partially Sighted Persons  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-07-29  Was ETDP SETA until Last Date for Achievement 
    Elective  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  ETDP SETA 
    Elective  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  ETDP SETA 
    Elective  50330   Bachelor: Occupationally Directed Education Training and Development Practices  Level 6  NQF Level 07  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. AFRICA COMPETENCY DEVELOPMENT (PTY) LTD 
    2. Amaqamu Project Management and Consulting 
    3. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    4. Bohlali Provider Support 
    5. Chartall Business College 
    6. Dabulamanzi & Njabulo Ndaba Consulting cc 
    7. Divine Inspiration Trading 704 PTY Ltd 
    8. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    9. Emergence Learning Academy (Pty) Ltd 
    10. Igugu Training and Investments 
    11. Isamon Vocational College of Excellence Pty Ltd 
    12. Khaas Training Academy 
    13. Learnership Support Systems (Pty) Ltd 
    14. MACCAUVLEI LEARNING ACADEMY (PTY) LTD 
    15. MENTORNET (PTY) LTD 
    16. NTI College 
    17. OMNI HR CONSULTING PTY LTD 
    18. Primeserv Corporate Solutions 
    19. QT Training (Pty) Ltd 
    20. Regenesys Management (Pty) Ltd 
    21. Resonance Institute of Learning 
    22. Saint Colonel Graduate Institute (PTY) Ltd 
    23. South African Guide-Dogs Association for the Blind 
    24. Southern African Institute of Learning (SAIL) 
    25. The Institute of People Development 
    26. Thuto Adult Centre 
    27. TMG Quality Services 
    28. Ukwakhile Training 
    29. Ulwazi Training & Development 
    30. University of Johannesburg 
    31. VERYCOOLIDEAS 



    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.