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:

Facilitate an inclusive educational environment in ECD settings

SAQA US ID	UNIT STANDARD TITLE
13856	Facilitate an inclusive educational environment in ECD settings
ORIGINATOR
SGB Early Childhood Development
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Early Childhood Development
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 5	Level TBA: Pre-2009 was L5	12
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 does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

This is an elective unit standard at Level 5, which can be credited to the National Certificate in ECD at level 4 and/or to the Higher Certificate in Education at Level 5 and the National Diploma in ECD at level 5.

Learners are able to examine and challenge policies and practices in ECD settings that create and maintain barriers to learning and development, and to create a holistic learning environment that addresses these barriers and celebrates the talents of each child.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

o Demonstrated applied competence in facilitating the learning and development of young children within an inclusive learning environment equivalent to the ECD core unit standards on Facilitate Healthy Development, Facilitate Active Learning and Manage the ECD Learning Programme at Level 4 and equivalent to the ECD elective unit standard on Include Children Experiencing Barriers to Learning and Development at Level 3.

o An understanding of diversity as outlined in the ECD elective unit standard on Create an Inclusive Anti-bias Learning Environment in ECD Settings at Level 3.

UNIT STANDARD RANGE

This elective unit standard is suitable for educators, caregivers and community workers working in all types of ECD settings. Learners are required to demonstrate applied competence in one of the following developmental phases/settings:

? 0 -3 years (group, informal or family settings)
? 2 - 6 years (group, informal or family settings)
? 5 - 9 years (group or informal settings)

At this level, learners demonstrate the ability to:

o Examine and challenge attitudes, biases and behaviours that create and maintain barriers to learning and development;

o Critically explain the nature, causes and effects of significant barriers to learning and development in the ECD programme and community,

o Create and maintain supportive networks with family, service providers and community organisations working with children experiencing barriers to learning and development;

o Develop effective strategies to address barriers to learning and development in different ECD settings through a process of reflective practice.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Examine and challenge attitudes, biases and behaviours.

OUTCOME NOTES

Examine and challenge attitudes, biases and behaviours that create and maintain barriers to learning and development.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Theories and models of 'special needs' are contrasted with the 'inclusive' approach.

ASSESSMENT CRITERION 2

2. Common beliefs, practices and processes that create and maintain barriers to learning and development are critically analysed.

ASSESSMENT CRITERION 3

3. The learner's own beliefs and practices with regard to 'inclusion', 'disability' and 'special needs' are identified, and appropriate changes to the programme are proposed and implemented.

ASSESSMENT CRITERION 4

4. Government policies relating to inclusion, special needs and disability are critically examined and related to current theories and relevant research, locally and internationally.

SPECIFIC OUTCOME 2

Critically explain the nature, causes and effects of significant barriers to learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Knowledge about the nature of the barriers and disabilities encountered in the ECD programme and the inter-relatedness of cause and effect is analytically demonstrated.

ASSESSMENT CRITERION 2

2. Barriers encountered by young children within the community are explained analytically in terms of their nature, their causes and effects.

ASSESSMENT CRITERION 3

3. An analytical understanding of family and community members' perceptions about barriers to learning and development and disabilities, their nature, causes and effects, is demonstrated.

ASSESSMENT CRITERION 4

4. Barriers to learning and development and disabilities in individual children are identified within the context of professional perceptions and practice.

SPECIFIC OUTCOME 3

Create and maintain supportive networks with family, service providers and community organisations.

OUTCOME NOTES

Create and maintain supportive networks with family, service providers and community organisations working with children experiencing barriers to learning and development.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Respectful, cooperative relationships with all families in the care and education of children experiencing barriers to learning and development and living with disabilities are established, maintained and developed.

ASSESSMENT CRITERION 2

2. Cooperative contact with service organizations for disabled people, and people working with children with disabilities are created and maintained.

ASSESSMENT CRITERION 3

3. Relevant specialist assistance, if available, is consulted where required for specific children in collaboration with the family of the child.

ASSESSMENT CRITERION 4

4. Contact and cooperation with support structures within government departments are established and maintained.

ASSESSMENT CRITERION 5

5. Contact with learning site support teams within the ECD programme and within primary schools is made and cooperation is fostered where possible.

SPECIFIC OUTCOME 4

Develop effective strategies.

OUTCOME NOTES

Develop effective strategies to address barriers to learning and development in different ECD settings through a process of reflective practice.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. An ECD programme aimed at minimising barriers to learning and development for all children is demonstrated.

ASSESSMENT CRITERION 2

2. The talents and abilities of children with disabilities are developed and celebrated.

ASSESSMENT CRITERION 3

3. Written records and/or a journal are kept to record continuous assessments of own practice with regard to barriers to learning, which children may experience in the programme.

ASSESSMENT CRITERION 4

4. Relevant teaching and learning materials are developed to ensure that all children's needs for learning and development are met in a supportive manner.

ASSESSMENT CRITERION 5

5. The ECD programme is evaluated in the light of inclusive education policy.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

o Direct observation of inclusive practice in the ECD setting.

o Structured interview to assess understanding of inclusion and special needs theory.

o Verbal and written evidence of collaboration with parents, colleagues and specialists.

o Portfolio of supporting evidence including reflective observation and planning notes, assignments and learning resources.

o Moderation: scrutiny of all written assessment records, including structured interviews, portfolio evidence, assignments and records; random workplace visits and discussions with learners, family and community members.

UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Reflecting on and explore a variety of strategies to help adults learn about themselves and others more effectively.

2. Participate as a responsible citizen in the life of the local community by providing leadership on Inclusion Policy and an inclusive ECD programme.

3. Be culturally and aesthetically sensitive across a range of social contexts, including spirituality, language, values and norms relating to inclusive policy and practice.

4. Explore specialisation options relating to children experiencing barriers to learning and development.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made in terms of challenging and managing attitudes, biases and behaviours that create and maintain barriers to learning and development.

UNIT STANDARD CCFO WORKING

Work effectively with others as a team, taking a leadership role, where necessary, in an ECD setting and with community and government groups and professional services in creating an inclusive environment for all children.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities effectively, and offer a leadership model to colleagues, to maintain an inclusive learning environment, which is relevant to the community which the ECD programme serves.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate all information relating to the development of all children as well as to disabilities which individual children live with, and use this information for taking a leadership role in planning inclusive programmes.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with children and with adults about inclusive policy and practice and disabilities using appropriate and relevant language skills in both oral and written modes.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically in the management of an inclusive ECD environment 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 relating to issues of inclusion do not exist in isolation.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

Information on the South African Inclusive Education policy is available in:
Department of Education: Education White Paper 6: Special Needs Education. Building an inclusive education and training system. Pretoria. Government Printer, July 2001.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	23116	National Certificate: Early Childhood Development	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2007-10-18	Was ETDP SETA until Last Date for Achievement
Elective	49710	National Diploma: Development Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Elective	64650	National Diploma: Early Childhood Development	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2020-07-30	As per Learning Programmes recorded against this Qual
Elective	67373	National Diploma: Orientation and Mobility Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA

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.	ABASUNGULI TRAINING SPESIALISTS (PTY) LTD
2.	ABM COLLEGE SA (PTY) LTD
3.	Accreditation & Training Services
4.	Amogelang Marketing and Training
5.	Assessment and Entrepreneurship Centre
6.	ATS Institute
7.	Aubrey Nyiko Business Enterprise cc
8.	B T Group of Companies Pty Ltd
9.	BOLAND COLLEGE
10.	BORDERGATE EVENTS MANAGEMENT AND PROJECTS
11.	Brainwave Projects 1997 CC
12.	Capricorn College for FET
13.	Caversham Education Institute
14.	Centre for Creative Education/Iziko La Bantu Be Afrika NPC
15.	CENTRE FOR EARLY CHILDHOOD DEVELOPMENT
16.	Changing Lives Community Development Training
17.	College of Cape Town - Athlone Campus
18.	Compass Academy of Learning
19.	Custoda Trust
20.	D M Management and Consulting
21.	DC Academy (PTY)LTD
22.	Dee s Training PTY LTD
23.	Diligence Defined Projects PTY Ltd t/a Deligence Defined
24.	Directflo
25.	Dru A Professional Further Education and Training College DAPFETC PT
26.	Early Learning Foundation Montessori Teacher Training
27.	Early Learning Resource Unit (ELRU)
28.	EBENEZER TRAINING HOUSE FOR EARLY LEARNING
29.	EDU-Bless College
30.	Edu-Build Institute
31.	Edu-Prof Training Centre
32.	EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT
33.	Enjo Consultants (Pty) Ltd
34.	Environment and Language Education Trust
35.	FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE
36.	Faranang Business and Training Solutions PTY(LTD)
37.	FLAVIUS MAREKA FET COLLEGE
38.	Fourways Private College
39.	FURNITURE WORLD TRAINING CENTRE
40.	Future Discovery Training Academy CC
41.	Goldfields TVET College
42.	Grassroots Adult Education and Training Trust
43.	GWALA TRAINING SERVICES
44.	HDPSA
45.	Headspace Consulting (PTY) Ltd
46.	Headstart/ECD projects
47.	INGWE FET COLLEGE
48.	Institute of Professional Studies and Services
49.	Isamon Vocational College of Excellence Pty Ltd
50.	Isibani Skills Academy
51.	Isibani Soluntu Development Trust
52.	Itireleng Bokamoso Trading Development Services and Associates
53.	J and N Ikwekwezi Yokusa Development Training
54.	Katiso-kuno Consulting
55.	Keletsong Community Training & Resource Centre
56.	Kenako Jwale Skills Development and Training Centre
57.	Khoali Group of Companies (Pty) Ltd
58.	Khululeka Community Education Centre
59.	KITSO TRAINING AND DEVELOPMENT
60.	Klein Karoo Resource Centre
61.	Leronsa Trading Enterprise
62.	LESEDI EDUCARE ASSOCIATION
63.	Li Lichule Trading cc
64.	Loago Business Consulting
65.	MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE
66.	MATHS CENTRE INCORPORATING SCIENCES
67.	Mochochonono Training Solutions cc
68.	Montessori Teacher Training Centre South Africa
69.	Moonlight Foundation
70.	Motheo Training Institute Trust
71.	NATAL EARLY LEARNING RESOURCE UNIT TRUST
72.	Networx for Career Development
73.	New Beginnings Training and Development Organisation
74.	NKANGALA TVET COLLEGE
75.	Northern Cape Urban College: Kimberley Campus
76.	Northlink College
77.	Northshore Trading 19CC t/a Makakhaunye Training and Development Agency
78.	NTATAISE TRUST
79.	Ntevho-Ketso Training and Recruitement Consultancy cc
80.	Ntsangalala Business Enterprise
81.	Orbit FET College - Central Office
82.	Peddie Development Centre
83.	Petra institute of Development (PTY) Ltd
84.	PMA Holding (Pty) Ltd
85.	PNJ TRAINING ACADEMY NPC
86.	Pro-Ed Training
87.	PROFESSIONAL CHILD CARE COLLEGE PTY LTD
88.	Reflections Development Institute
89.	REGIONAL EDUCARE COUNCIL
90.	Retshetse Training Project
91.	Rhodes University
92.	Safe and Sound Learning Association
93.	SANTS College
94.	SEJ Skills Academy (Pty) Ltd
95.	Sirius Training
96.	Sisazi Consulting
97.	Siyahluma Education Institute
98.	Siyathuthuka Nursery School
99.	South African Congress For Early Childhood Development
100.	South African Guide-Dogs Association for the Blind
101.	South Cape Public FET College - George Campus
102.	Southern African Institute of Learning (SAIL)
103.	Sustainability Institute Trust
104.	Takatso Educare Training and Development Services
105.	Tembe Service Providers
106.	Thabelanang t/a Thabelanang Trading Enterprise
107.	Thasha Training and Consulting
108.	The College of Modern Montessori
109.	The Finishing College (Pty) Lt
110.	The Iscariota Group (Pty) Ltd
111.	The Port Elizabeth Early Learning Centre
112.	THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT
113.	THUSANANG TRUST
114.	TLHARIHANI TRAINING CENTRE (PTY) LTD
115.	Training and Resources in Early Education (TREE)
116.	TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD
117.	Ubuntu Care and Development
118.	Ulwazi Training & Development
119.	Unathi Training
120.	UNIVERSAL COLLEGE OUTCOMES SA
121.	Vicresco (Pty) Ltd
122.	Vuselela TVET College
123.	Water berg FET College
124.	Waterberg TVET College
125.	Winston Academy
126.	WonderKids Academy
127.	World Wide Education Providers(Pty)Ltd
128.	Woz'obona Early Childhood Community Service Group