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.

Occupational Certificate: Disability Attendant 
104908  Occupational Certificate: Disability Attendant 
Development Quality Partner - HWSETA 
-   OQSF - Occupational Qualifications Sub-framework 
Occupational Certificate  Field 09 - Health Sciences and Social Services  Promotive Health and Developmental Services 
Undefined  102  Not Applicable  NQF Level 03  Regular-ELOAC 
Reregistered  SAQA 086/21  2021-07-01  2023-12-31 
2024-12-31   2027-12-31  

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 qualification does not replace any other qualification and is not replaced by any other qualification. 

The purpose of this qualification is to prepare the learner to operate as a Disability Attendant.

Disability attendants facilitate the safe and dignified use of service and environments by persons with disabilities.

A qualified learner will be able to:
  • Distinguish between the various disabilities.
  • Communicate effectively with persons with disabilities.
  • Provide appropriate support to persons with disabilities.
  • Work within the legislative framework relevant to persons with disabilities.

    In terms of the South African Constitution and in line with the United Nations Convention on the Rights of Persons with Disabilities, it is imperative to continue to remove the barriers to access and participation that prevent persons with disabilities from enjoying all the rights and privileges of our society.

    The overall vision, as set out in the Disability Rights Charter of South Africa (1992) and updated in the White Paper on the Rights of Persons with Disabilities (WPRPD) (March 2016), states: "the creation of free and just society inclusive of all persons with disabilities as equal citizens".

    The WPRPD is built on nine (9) Strategic Pillars:
  • Strategic Pillar 1: Removing Barriers to Access and Participation.
  • Strategic Pillar 2: Protecting the Rights of Persons at Risk of Compounded Marginalisation.
  • Strategic Pillar 3: Supporting Sustainable Integrated Community Life.
  • Strategic Pillar 4: Promoting and Supporting the Empowerment of Children, Women, Youth and Persons with Disabilities.
  • Strategic Pillar 5: Reducing Economic Vulnerability and Releasing Human Capital.
  • Strategic Pillar 6: Strengthening the Representative Voice of Persons with Disabilities.
  • Strategic Pillar 7: Building a Disability Equitable State Machinery.
  • Strategic Pillar 8: Promoting International Co-operation.
  • Strategic Pillar 9: Monitoring and Evaluation.

    In order to support the achievement of the strategic intent as set out in Pillars 1, 2, 3, and 4 above, persons with disabilities must have dignified and safe access to a range of travel, social and public environments and services. This in turn requires that there are properly trained and qualified support workers attached to the various areas and services. These workers must be able to assist persons with disabilities to access, enjoy the environments and services, and prevent a situation where persons with disabilities are excluded or separated from the mainstream activities.

    The airline industry, the airports environment, the tourism industry, the transport industry and other related services provided by government and the corporate sector that deal directly with the public are often at risk with the fact that many of the contact staff are not familiar with interacting with persons with disabilities.

    Persons with disabilities are often treated in undignified and discriminatory ways, because of the ignorance of service personnel. The Disability Attendant qualification offers the opportunity for persons working in these sectors to become qualified in understanding the conditions that make up, and the needs of persons with disabilities, working and interacting with persons with disabilities and disability legislation. This will provide best practice service for the public in the stated environments as well as new career opportunity for persons who want to work within the service industry.

    The target population for participating in the Disability Attendant qualification would be both school leavers and persons already working in the tourism, hospitality, airline and transport industries who would like to enhance their knowledge and acquire further qualifications. The qualification is pitched at the entry level and will create opportunities for further career options in the social and commercial sector. Successful candidates will be able to progress to further careers in tourism, hospitality and retail environments as well as entry into front office work in the public and private sector. 

    Recognition of Prior Learning (RPL):
    RPL for access to the external integrated summative assessment:
    Accredited providers and approved workplaces must apply the internal assessment criteria specified in the related curriculum document to establish and confirm prior learning. Accredited providers and workplaces must confirm prior learning by issuing a statement of result or certifying a work experience record.

    RPL for access to the qualification:
    Accredited providers and approved workplaces may recognise prior learning against the relevant access requirements.

    Entry Requirements:
  • NQF Level 2 qualification. 


    This qualification is made up of the following compulsory Knowledge, Practical Skill and Work Experience Modules:
    Knowledge Modules:
  • 532202-000-00-00-KM-01, Concepts and principles of equitable access to services for persons with disabilities, Level 3, 14 Credits.
  • 532202-000-00-00-KM-02, Personal Development and Care, Level 2, 8 Credits.
  • 532202-000-00-00-KM-03, Service Excellence, Level 3, 8 Credits.
    Total number of credits for Knowledge Modules: 30.

    Practical Skill Modules:
  • 532202-000-00-00-PM-01, Establish a professional relationship with clients, Level 2, 16 Credits.
  • 532202-000-00-00-PM-02, Support persons with disabilities to access and use services and environments, Level 3, 24 Credits.
    Total number of credits for Practical Skill Modules: 40.

    Work Experience Module:
  • 532202-000-00-00-WM-01, Support the safe and dignified access to environments and use of services for persons with disabilities, Level 3, 32 Credits.
    Total number of credits for Work Experience Modules: 32. 

    1 Distinguish between the various disabilities.
    2 Communicate effectively with persons with disabilities.
    3 Provide appropriate support to persons with disabilities.
    4 Work within the legislative framework relevant to persons with disabilities. 

    Associated Assessment Criteria for Exit Level Outcome 1:
  • Terminology relevant to disabilities and persons with disabilities are used appropriately and in line with the United Nations Convention and accepted practices within the specific community of persons with disabilities.
  • The implications of various disabilities relating to how it impacts on the person's ability to access and use various services are accurately identified and the role of the Disability Attendant in facilitating access is described and demonstrated in line with the standard operating procedures.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Basic sign language, and lip reading is applied to create understanding of fundamental needs and to communicate risks, hazards and accessibility instructions.
  • The most appropriate method of communicating with persons with hearing impairments are identified according the range of environmental situations to could occur in different environments.
  • The principles of dignified communication are applied appropriately in a range of situations involving persons with disabilities.
  • Complex communication techniques are appropriately applied to facilitate effective communication with persons who have specific sensory, cognitive and or physical disabilities.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Appropriate assistive devices are selected and the correct use is demonstrated.
  • The legal and practical obligations for disability attendants is illustrated when interacting with situations where service animals are involved.
  • Various support required by persons with different disabilities is explained.
  • Practical problems associated with the provisioning of support for persons with disabilities are solved.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • How the rights of persons with various disabilities should be accommodated within the provisioning of a service is illustrated.
  • Infrastructure and communication risks that persons with disabilities could be exposed to in various situations are identified.

    Integrated Assessment:
    Integrated Formative Assessment:
    The skills development provider will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. They will also apply the scope of practical skills and applied knowledge as stipulated by the Internal Assessment Criteria. This formative assessment leads to entrance into the integrated external summative assessment.

    Integrated Summative Assessment:
    An external Integrated Summative Assessment, conducted through the relevant Quality Council for Trades and Occupations (QCTO) Assessment Quality Partner is required for the issuing of this qualification. The external Integrated Summative Assessment will focus on the Exit Level Outcomes and Associated Assessment Criteria. 

    For international comparability purposes, a scan was done of similar careers in the United Kingdom (UK) and in Australia to determine if this occupation exists in those countries and how people are trained and educated to be declared competent.
    During the exercise, it became apparent that similar occupations exist in several countries. The content of the training varies, depending on the scope of work. The basic content of the training and education is similar, but it will differ in terms of complexity and duration depending on the scope of work to be performed.
    In Australia, the jobs and the training focus on the larger role of caring for persons with disabilities. They are responsible for a wide range of tasks that focus on improving general health, physical comfort, social enrichment and emotional wellbeing of their clients. They help them with daily chores and activities, transport, feeding and hygiene. Pathways to enter a career in this field are flexible, with vocational and on-the-job experience being a determining factor. A programme exists on the National Register for Vocational Education and Training (VET): "Certificate IV in Disability".

    The certificate is offered as an online programme over an 18-month period. The programme covers the following modules:
  • CHCDIS007-Facilitate the empowerment of persons with a disability.
  • CHCDIV001-Work with diverse persons.
  • CHCCCS015-Provide individualised support.
  • HLTAAP001-Recognise healthy body systems.
  • CHCLEG003 -Manage legal and ethical compliance.
  • HLTWHS002-Follow safe work practices for direct care work.
  • CHCDIS002-Follow established person-centred behaviour supports.
  • CHCDIS009-Facilitate ongoing skills development using a person-centred approach.
  • CHCDIS008-Facilitate community participation and social inclusion.
  • CHCDIS005-Develop and provide person-centred service response.
  • CHCDIS010-Provide person-centred services to persons with a disability with complex needs.
  • CHCDIS004-Communicate using augmentative and alternative communication strategies.
  • BSBLDR402-Lead effective workplace relationships.
  • CHCADV002-Provide advocacy and representation services.

    This programme is more comprehensive than the South African Occupational Certificate. It compares favourably in terms of the modules that are covered, however, the theoretical duration is much longer that the Occupational Certificate and the complexity is at a higher level.

    United Kingdom (UK):
    In the United Kingdom, a career path and training for disability stewards used at sports events seem to be much closer to the intention of the South African Occupational Certificate. In this case, the role of the Disability Steward would be to help improve the match day experience for those persons with disabilities by providing a safe and friendly environment for them during match days at the various stadiums. In time, it is hoped that the Disability Steward would help to train other stewards in understanding the needs of both home and away supporters with disabilities.

    The stewards in these cases are trained using the disability modules from the Sports Training programmes and providing on job training by persons with disabilities.

    The role of a Disability Attendant or the alternative titles known in industry such as the Customer Service Assistant and Disability Steward, for the purpose as set out in the occupational profile, is recognised widely. However, there are no real customised training programmes although there are qualifications like the Certificate IV in Disability, which covers a much larger range of outcomes for a wider purpose. The South African Occupational Certificate compares favourably with the United Kingdom and Australia in terms of best practice and learning areas. 

    Horizontal Articulation:
    This qualification articulates horizontally with the following qualification:
  • Occupational Certificate: Health Promotion Officer, National Qualifications Framework (NQF) Level 3.

    Vertical Articulation:
    This qualification articulates vertically with the following qualification:
  • Further Education and Training Certificate: Institutionally-based Care, NQF Level 4.
  • Further Education and Training Certificate: Community Health Work, NQF Level 4. 



    Qualifying for External Assessment:
    In order to qualify for an external assessment, learners must provide proof of completion of all required modules by means of statements of results and work experience records including the Foundational Learning Competence.

    Additional Legal or Physical Entry Requirements:
  • None.

    Criteria for the Accreditation of Providers:
    Accreditation of providers will be done against the criteria as reflected in the relevant curriculum on the Quality Council for Trades and Occupations (QCTO) website.

    The curriculum title and code is:
  • Disability Attendant: 532202-000-00-00.

    Encompassed Trades:
    This qualification encompasses the following trades as recorded on the National Learners' Records Database (NLRD):
  • This is not a trade related qualification.

    Assessment Quality Partner (AQP):
  • Health and Welfare Sector Education and Training Authority (HWSETA).

    Part Qualifications:
  • None. 


    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.

    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.