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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 UNIT STANDARD THAT HAS PASSED THE END DATE: |
| Analyse external factors influencing people who have special needs |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 9242 | Analyse external factors influencing people who have special needs | |||
| ORIGINATOR | ||||
| SGB Hospitality,Tourism,Travel, Leisure and Gaming | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
| - | ||||
| FIELD | SUBFIELD | |||
| Field 11 - Services | Hospitality, Tourism, Travel, Gaming and Leisure | |||
| ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
| Undefined | Regular | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
| 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 |
| A person assessed as competent against this unit standard will be able to:
This competence will equip learners with an understanding of issues relating to workers with disability, as well as to their own values and workplace practices in relation to such workers. It will contribute to normalising South African society and result in workplaces which better reflect the diversity of South Africa and which have a better capacity to handle such diversity. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| HTTL&G:
A learner taking this standard is assumed to have achieved the competence outlined in the level 4 standard: `Working with People who have Special Needs`. |
| UNIT STANDARD RANGE |
| HTTL&G:
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| A wide spectrum of physical & intellectual disabilities in South Africa are identified |
| OUTCOME NOTES |
| A wide spectrum of physical and intellectual disabilities prevalent in South Africa are identified.
For example: |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| The assessment of a person against this standard should meet the requirements of established assessment principles.
It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations. When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. METHOD OF ASSESSMENT: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
| ASSESSMENT CRITERION RANGE |
| A range of assessment methods should be used, including:
Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party) |
| SPECIFIC OUTCOME 2 |
| Describe the causes of the physical and intellectual disability |
| OUTCOME NOTES |
| For example:
|
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. METHOD OF ASSESSMENT: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
| ASSESSMENT CRITERION RANGE |
| A range of assessment methods should be used, including:
|
| SPECIFIC OUTCOME 3 |
| Identify the philosophy underpinning South African policy and legislation |
| OUTCOME NOTES |
| Identify the philosophy underpinning South African policy and legislation relating to people who have a disability.
For example: |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. METHOD OF ASSESSMENT: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
| ASSESSMENT CRITERION RANGE |
| A range of assessment methods should be used, including:
|
| SPECIFIC OUTCOME 4 |
| Reflect on typical practices in South African workplaces |
| OUTCOME NOTES |
| Reflect on typical practices in South African workplaces and identify the underlying values relating to people who have a disability.
For example: |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. METHOD OF ASSESSMENT: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
| ASSESSMENT CRITERION RANGE |
| A range of assessment methods should be used, including:
|
| SPECIFIC OUTCOME 5 |
| Describe the implications for management and supervision |
| OUTCOME NOTES |
| Describe the implications for management and supervision for dealing with workplaces in which people who have a disability work.
For example: |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.
They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. METHOD OF ASSESSMENT: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'. |
| ASSESSMENT CRITERION RANGE |
| A range of assessment methods should be used, including:
Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party) |
| UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
| HTTL&G:
1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA. 2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA. 3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below. 4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification. Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. |
| UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
| HTTL&G:
The person acquiring this unit standard should be able to demonstrate a knowledge and understanding of: 1. The physical/intellectual, social, psychological and professional features of a wide spectrum of physical and intellectual disabilities prevalent in South Africa. 2. The philosophy underpinning legislative and policy requirements relating to disability in South Africa. 3. The implications for management and supervision in the workplace of working with workers who have special needs. |
| Critical Cross-field Outcomes (CCFO): |
| UNIT STANDARD CCFO WORKING |
| HTTL&G: Working effectively with others as a member of a team, group, organisation or community - relates to all outcomes. |
| UNIT STANDARD CCFO COMMUNICATING |
| HTTL&G: Communicate effectively - relates to all outcomes. |
| UNIT STANDARD CCFO DEMONSTRATING |
| HTTL&G: Understanding the world as a set of related systems - relates to all outcomes. |
| UNIT STANDARD CCFO CONTRIBUTING |
| HTTL&G: Contributing to the personal development of learners and the society and economy, by participating as responsible citizens in the life of local, national and global communities - relates to all outcomes. |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
| UNIT STANDARD NOTES |
| HTTL&G: Assessment case studies and other supplementary to be developed through the learnership pilots. |
| QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
| ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
| Core | 64369 | Further Education and Training Certificate: Sport Coaching: Juniors/Beginners | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
| Core | 23976 | National Certificate: Local Employment and Skills Development Practices | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2006-08-13 | PSETA |
| Core | 57805 | National Certificate: Public Sector Employment and Skills Development Practices | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | PSETA |
| Core | 58802 | National Diploma: Disability Employment Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | SABPP |
| Fundamental | 13741 | Diploma: Occupation-directed Education, Training and Development Practice | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2003-10-11 | Was ETDP SETA until Last Date for Achievement |
| Fundamental | 59409 | National Certificate: Agricultural Extension | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Fundamental | 67695 | National Certificate: Coaching Science | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
| Fundamental | 24195 | National Certificate: Community Conservation: Practice and Co-ordination | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2006-04-09 | CATHSSETA |
| Fundamental | 20153 | National Certificate: Conservation: Fisheries Resource Management | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2012-06-30 | CATHSSETA |
| Fundamental | 20416 | National Certificate: Conservation: Natural Resource Management: Terrestrial | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2008-03-12 | Was CATHSSETA until Last Date for Achievement |
| Fundamental | 67693 | National Certificate: Fitness | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
| Fundamental | 18943 | National Certificate: Tourism: Cabin Crew | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2009-01-10 | CATHSSETA |
| Fundamental | 67692 | National Diploma: Coaching Science | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
| Fundamental | 20613 | National Diploma: Event Co-ordination | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
| Fundamental | 67691 | National Diploma: Fitness | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
| Fundamental | 20414 | National Diploma: Service Management | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
| Fundamental | 13742 | Degree: Occupation-directed Education, Training and Development Practice | Level 6 | Level TBA: Pre-2009 was L6 | Passed the End Date - Status was "Registered" |
2003-10-11 | ETDP SETA |
| Elective | 57712 | Further Education and Training Certificate: Generic Management | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
| Elective | 58930 | Further Education and Training Certificate: Professional Hunting | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
| Elective | 67697 | Further Education and Training Certificate: Sport Administration | Level 4 | NQF Level 04 | 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. | Innovative Shared Services |
| 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. |