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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 QUALIFICATION THAT HAS PASSED THE END DATE: |
| National Diploma: Disability Employment Practice |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 58802 | National Diploma: Disability Employment Practice | |||
| ORIGINATOR | ||||
| SGB Inclusive Education | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| SABPP - South African Board for People Practices | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Diploma | Field 05 - Education, Training and Development | Adult Learning | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 240 | Level 5 | NQF Level 05 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2020-07-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2021-07-30 | 2023-07-30 | |||
| 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 qualification does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
This Qualification will be useful for people who advocate and facilitate change to create an equitable environment across the fields of human resource development practice, management, education, training and development, legal studies, human and social studies, health sciences and social services, etc., or come from related areas of practice where they work as social workers, occupational therapists, educators and trainers, industrial psychologists, lay counsellors, human resource practitioners, recruitment and placement practitioners, etc. The purpose of this Qualification is to equip and enable disability employment practitioners (including job coaches), that is, practitioners who take on the challenge of facilitating the inclusion of people with disabilities in civil society. The Qualification aims to formalise and develop this field of expertise, contribute to high standards of ethical conduct, ensure accountability and quality service delivery. Learner achievements in disability employment, including disability employment practice can be credited on the NQF, facilitating access to not only good practice but also various other related fields. Qualified learners are able to progress to higher levels of learning, and are ensured of the quality of their education and training with the setting of minimum standards. Qualified learners are capable of: Rationale: This Qualification provides the foundation for the inclusion and focus of people with disabilities into mainstream employment and civil society. It will lead to ensuring improved social integration and economic participation, which in turn will assist with promoting and facilitating the transformation of South African society. In essence, the generic Core competencies of this Qualification embrace issues relating to capacity building, redress and equity for those learners who hold or aspire to positions within the disability employment lifecycle, civil society, education and related contexts. This Qualification will enable qualified learners to offer their services to employers. In addition, the Unit Standards associated with this Qualification could form the basis for a range of skills programmes and short courses. This Qualification would also complement learning in related areas of practice (e.g. social work, occupational therapy, education and training, industrial psychology, lay counselling, human resource practice, recruitment and placement practice, etc.), and enables learners to progress to higher levels of learning on the NQF. Competent disability equity practice ensures that unfair discrimination against people with disabilities is redressed and eradicated, opening up education, training and employment opportunities. The learning pathway for disability employment practice: |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 4.
Recognition of Prior Learning (RPL): This Qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence can be presented in a variety of forms, including previous international or local Qualifications, reports, testimonials, mentoring, functions performed, portfolios, work records and performance records. As such, evidence should be judged according to the general principles of assessment described in the notes to assessors below. Learners who have met the requirements of any Unit Standard that forms part of this Qualification may apply for recognition of prior learning to the relevant Education and Training Quality Assurance body (ETQA). The applicant must be assessed against the specific outcomes and with the assessment criteria for the relevant Unit Standards. A Qualification will be awarded should a learner demonstrate that the exit level outcomes of the Qualification have been attained. Access to the Qualification: Access to the Qualification is open bearing in mind the Learning Assumed to be in Place. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| Fundamental Credits:
Core Credits: Elective Credits: |
| EXIT LEVEL OUTCOMES |
| 1. Assess and monitor support needs of persons with disabilities in specific contexts.
2. Identify the reasonable accommodation needs and provide necessary support for persons with disabilities in specific contexts. 3. Empower persons with disabilities to participate fully in a range of environments. 4. Refer persons with disabilities for specialised services. 5. Facilitate compliance to relevant legislation impacting on disability employment practice. 6. Facilitate persons with disabilities in specific environments. 7. Develop resources relevant for disability employment practice. 8. Facilitate sound and respectful working relationships to enhance disability employment practice. 9. Facilitate and promote equitable representation of persons with disabilities in specific environments. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: > Range: Terms of employment include implications of terms of employment for people with disabilities. Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: > Range: Polices and procedure include current legislation and organisational policies and procedures. Associated Assessment Criteria for Exit Level Outcome 6: > Range: Legal requirements include accessibility and reasonable accommodation. Associated Assessment Criteria for Exit Level Outcome 7: > Range: Requirements include legal and organisation requirements. > Range: Rights include own and others' rights. Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: > Range: Requirements for inclusion can include addressing barriers such as transport inadequacy. > Range: Relevant cases include risk, good governance, cost reduction, ethical, compliance Black Economic Empowerment (including affirmative subcontracting), preferential procurement, corporate citizenship etc. cases. Integrated Assessment: The assessment criteria in the Unit Standards are performance-based, assessing applied competence, rather than underpinning only knowledge and/or skills. The Critical Cross-Field Outcomes are also achieved in the Unit Standards. In addition to the competence assessed to achieve the Unit Standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this Qualification. Learners who qualify must be able to integrate concepts, ideas and behaviours across Unit Standards to achieve the purpose of the Qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the Exit Level Outcomes of the Qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the Qualification. Evidence of integration may be presented by learners when being assessed against the Unit Standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this Qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the Unit Standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed. |
| INTERNATIONAL COMPARABILITY |
| The countries chosen for this international comparability study were chosen specifically because they are international leaders in National Diploma: Disability Employment Practice, Level 5 which is also referred to as supported employment specialisation. These countries include Canada, the United States of America, New Zealand, Australia and the United Kingdom. In terms of African countries both Namibia and Ghana formulated national disability policies at the same time as South Africa but no information regarding education and training programme was available. Namibia also formulated its employment equity legislation at the same time as South Africa.
In Canada, programmes for employment practitioners are generally at graduate level (a level above this South African Qualification), although some College Diplomas in related fields, such as psychology, social services or education, are also offered. Programmes generally do not distinguish between employment practice related to people with disabilities and employment practice related to people without disabilities. Shorter programmes in Canada address some aspects not covered in the Diplomas, such as values, definition and quality of employment support, marketing and business development, and job training and supports. Canadian Diplomas compare as follows with the South African Qualification: Canada Diploma in Employment Support: SA Qualification: Several organisations in the United States of America offer training related to the National Diploma: Disability Employment Practice, Level 5, mostly at undergraduate level (a level above this South African Qualification. Nonetheless, at the equivalent level, shorter programmes are offered, addressing any or some of the aspects listed below, which compare with the South African qualification as follows: USA Course Components: SA Qualification: The New Zealand framework includes two qualifications relating to the National Diploma: Disability Employment Practice, Level 5: one Qualification is two levels below and one is at an equivalent level (South African NQF Level 5). The equivalent (in terms of level and notional hours) qualification is a National Diploma in Employment Support. The credits range from two levels below to the level of the Qualification, although the majority of credits are at the level of the qualification. The entire Elective component of the South African Qualification is not addressed in the New Zealand qualification, indicating needs specific to the South African context. The Qualification compares to the South African Qualification as follows: New Zealand National Diploma in Employment Support: SA Qualification: Compulsory: Elective (minimum of one standard): The equivalent Qualification on the Australian framework is a Diploma of Disability Work, with notional hours equal to this South African Qualification. Comparison with the South African Qualification is as follows: Australian Diploma of Disability Work: SA Qualification: Compulsory: Elective: In the United Kingdom, an equivalent level Diploma is registered on the framework, namely, the Higher Professional Diploma in Learning Disability Services. However, the Diploma is about half of the notional hours of this Qualification, possibly because of the focus on a particular disability, rather than disabilities in general. In terms of units, the Qualification compares as follows with the South African Qualification: United Kingdom Diploma in Learning Disability Services: SA Qualification: Compulsory: Elective: The South African Qualification is compares extremely well with international Qualifications and programmes. In particular, the National Diploma: Disability Employment Practice Qualification, Level 5, is designed with broad generic Core competencies and allows for choice in Elective component for learners to specialise in particular areas relative to their work context. |
| ARTICULATION OPTIONS |
| This Qualification can horizontally articulate with the following Qualifications:
This Qualification can vertically articulate with the following Qualifications: |
| MODERATION OPTIONS |
| Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this Qualification. Particular moderation and accreditation requirements are:
|
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Qualification. Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the Qualification and any of the Unit Standards that make up this Qualification.
To register as an assessor, the following are required: Assessors should keep the following general principles in mind when designing and conducting assessments: In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by: All assessments should be conducted in line with the following well-documented principles: |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| N/A |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 114215 | Mentor a colleague to enhance the individual`s knowledge, skills, values and attitudes in a selected career path | Level 4 | NQF Level 04 | 3 |
| Core | 9242 | Analyse external factors influencing people who have special needs | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Core | 244587 | Coach employers on creating an enabling work environment for an employee with a disability | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 244585 | Coach people with disabilities | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
| Core | 7876 | Conduct on-the-Job-Training | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 120492 | Demonstrate the application of performance management | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Core | 10043 | Develop, implement and manage a project/activity plan | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 15224 | Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Core | 116484 | Evaluate a specified code of ethics and/or code of conduct | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Core | 244617 | Facilitate compliance to relevant legislation impacting on disability employment practice | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 244600 | Facilitate equitable representation of people with a disability in the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 117871 | Facilitate learning using a variety of given methodologies | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Core | 117854 | Facilitate meetings to deal with conflict situations | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 15233 | Harness diversity and build on strengths of a diverse working environment | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Core | 244594 | Identify and recommend support needs of people with disabilities | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 15226 | Implement systems to meet the flow of information in a team, department or division | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Core | 114226 | Interpret and manage conflicts within the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 10053 | Manage customer requirements and needs and implement action plans | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 11911 | Manage individual careers | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Core | 244596 | Recruit and select a person with a disablity into an organisation | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Core | 244610 | Refer a person with a disability to specialised services | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Fundamental | 116495 | Apply ethical principles for practice of non-discrimination | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Fundamental | 115855 | Create, maintain and update record keeping systems | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Fundamental | 15093 | Demonstrate insight into democracy as a form of governance and its implications for a diverse society | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Fundamental | 15238 | Devise and apply strategies to establish and maintain relationships | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
| Fundamental | 116494 | Explain ethical principles for equality of opportunity | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Fundamental | 230070 | Present an informed argument on a current issue in a business sector | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Fundamental | 115790 | Write and present for a wide range of purposes, audiences and contexts | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 120300 | Analyse leadership and related theories in a work context | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 116921 | Apply the principles of Employment Equity to dealing with terminal or chronic illnesses, particularly HIV/Aids, in the workplace | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 116927 | Apply the principles of employment equity to organisational transformation | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
| Elective | 15216 | Create opportunities for innovation and lead projects to meet innovative ideas | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| Elective | 119522 | Demonstrate an understanding of and define integrated marketing communications and its role | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
| Elective | 15096 | Demonstrate an understanding of stress in order to apply strategies to achieve optimal stress levels in personal and work situations | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 15094 | Demonstrate insight into the application of theories of Emotional and Spiritual Intelligence in personal development | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
| Elective | 116948 | Develop a programme that demonstrates effective ways of dealing with the effects of terminal and chronic illnesses, particularly HIV/Aids, in a workplace | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 116925 | Implement an effective change management programme to achieve specified objectives | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 116926 | Implement skills development as workplace learning to support organisational transformation | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
| Elective | 110063 | Plan advocacy campaigns and workshops in development practice | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
| Elective | 15220 | Set, monitor and measure the achievement of goals and objectives for a team, department or division within an organisation | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| NONE |
| PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: |
| 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. |
| NONE |
| 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. |