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 equitable representation of people with a disability in the workplace 
SAQA US ID UNIT STANDARD TITLE
244600  Facilitate equitable representation of people with a disability in the workplace 
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  8 
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 
The purpose of the learning is to facilitate the inclusion of people with disabilities in the workplace, and removing barriers that prevent their successful participation in the job market. Learners can develop and do presentations aimed at sensitising workplaces to the benefits of creating a diverse workforce through the employment of people with disabilities including the benefits to the employers, employees, customers, and the community. The learners will be equipped to know what the legal requirements and codes of good practice and manuals on the employment of people with disabilities are.

Learners can improve inclusion in workplace environments, and contribute to the area of disability employment by raising awareness and effecting transformation.

Qualifying learners are capable of:
  • Communicating benefits and rights of people with disabilities in the workplace.
  • Facilitating equitable representation for people with disabilities in the workplace.
  • Conducting interventions to remove barriers for people with disabilities in the workplace. 
    		•

    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. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Communicate benefits and rights of people with disabilities in the workplace. 
    OUTCOME RANGE 
    Benefits include, for example, the business case for employing people with disabilities, including aspects such as legal compliance, triple bottom line, people/customer friendly environments, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Needs and dynamics which could affect the employment of people with disabilities are accurately identified for employment environments. 
    ASSESSMENT CRITERION RANGE 
    Employment environments can include employment environments in general or specific organisations.
     

    ASSESSMENT CRITERION 2 
    Appropriate methods used to collect information regarding employment environments are identified for specific requirements of people with disabilities and for the nature of such environments. 

    ASSESSMENT CRITERION 3 
    Analysis of information about environments is conducted and findings are verified to promote inclusion of people with disabilities. 

    ASSESSMENT CRITERION 4 
    Benefits and rights of people with disabilities in the workplace are accurately identified from relevant legislation, agreed codes of good practice and specified documentation regarding the employment of people with disabilities. 
    ASSESSMENT CRITERION RANGE 
    Rights include reasonable accommodation.
     

    ASSESSMENT CRITERION 5 
    Strategies are developed from the information that has been collected and analysed to meet the specific needs of the organisation. 
    ASSESSMENT CRITERION RANGE 
    Strategies include but are not limited to consultation with relevant stakeholders.
     

    ASSESSMENT CRITERION 6 
    Communication methods and tools are developed and implemented to determine whether they meet the requirements of the strategy for the inclusion of people with disabilities in the workplace. 

    ASSESSMENT CRITERION 7 
    Information management is evaluated to determine whether it meets the organisational and legislative requirements. 

    SPECIFIC OUTCOME 2 
    Facilitate equitable representation for people with disabilities in the workplace. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Workplace needs regarding the inclusion of people with disabilities in the job market are accurately described for specific contexts. 
    ASSESSMENT CRITERION RANGE 
    Workplace needs can include defining disability and types of disability, codes of good practice regarding the employment of people with disability, organisational culture requirements, corporate social investment commitments and needs, accessibility, reasonable accommodation, etc.
     

    ASSESSMENT CRITERION 2 
    All legislation is identified and analysed to determine its relevance. 
    ASSESSMENT CRITERION RANGE 
    Relevant legislation includes labour legislation, Black economic empowerment legislation, skills development legislation, employment equity legislation (including reasonable accommodation), etc.
     

    ASSESSMENT CRITERION 3 
    The employment cycle of people with disabilities is analysed to determine whether it meets specified policy and procedural requirements and implemented accordingly. 

    ASSESSMENT CRITERION 4 
    The process of facilitation is evaluated to determine whether it meets the needs and requirements of specific contexts and supports the rights of people with disabilities. 

    SPECIFIC OUTCOME 3 
    Conduct interventions to remove barriers for people with disabilities in the workplace. 
    OUTCOME RANGE 
    Barriers can include lack of awareness and sensitivity, orientation, values, attitudes, perceptions, behaviours, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Specific environments are analysed to determine whether they meet specified requirements for employment of people with disabilities. 
    ASSESSMENT CRITERION RANGE 
    Environments should be analysed in terms of all relevant policies and procedures (including remuneration); compliance to legislation; ergonomic suitableness of workstations; all aspects of accessibility to and in the workplace; transport to the workplace; movement in the workplace, etc.
     

    ASSESSMENT CRITERION 2 
    Methods and processes are evaluated to determine whether they are consistent with legislation and good practice in disability employment. 
    ASSESSMENT CRITERION RANGE 
    Best practice includes reasonable accommodation is per the Employment Equity Act (Act 55 of 1998).
     

    ASSESSMENT CRITERION 3 
    Cases for inclusion are presented according to specified requirements. 

    ASSESSMENT CRITERION 4 
    Decisions are justified and implemented in terms of agreed processes and methods. 

    ASSESSMENT CRITERION 5 
    The selected intervention is evaluated to determine whether the barrier has been removed effectively resulting in a more inclusive environment. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderators must registered assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Purpose of legislation relevant to disability employment practice.
  • Relevant sections of legislation and implications of legislation for disability employment practice.
  • Legal concept definitions including Act, regulations, codes of good practice.
  • Benefits of and risk management by employing people with disabilities.
  • Barriers to inclusivity, growth and advancement for different disabilities within specific contexts.
  • Organisational communication systems. 
    		•

    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 conduct interventions to remove barriers for people with disabilities in the workplace. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when organisation input is secured from all relevant persons and according to specified procedures. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively using selected disability strategies, skills and resources. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information regarding employment environments and specified requirements for employment of people with disabilities. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to communicate benefits and rights of people with disabilities in the workplace in accordance with legislative and organisational requirements. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health and safety of others in the workplace through compliance with current legislation. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by facilitating inclusion using relevant resources from a range of disciplines and fields in order to ensure an inclusive workplace environment for people with disabilities. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Notes to Assessors:

    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, 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. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58802   National Diploma: Disability Employment Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  SABPP 
    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. South African Guide-Dogs Association for the Blind 


    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.