|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|
|Further Education and Training Certificate: Inclusive Education|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49531||Further Education and Training Certificate: Inclusive Education|
|SGB Inclusive Education|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 05 - Education, Training and Development||Adult Learning|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||144||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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 is replaced by:
|Qual ID||Qualification Title||Pre-2009 NQF Level||NQF Level||Min Credits||Replacement Status|
|101549||Occupational Certificate: Teacher's Aide Inclusive Education||Not Applicable||NQF Level 05||217|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The purpose of the Qualification is to ensure that practitioners are able to function effectively in inclusive settings. Qualified learners are expected to manage residential, employment and/or learning sites in inclusive settings, be able to work in multi-disciplinary teams to support other professionals, and support individuals or groups learning and working in inclusive settings.
Qualified learners are capable of:
Legislation and policy regarding inclusive education requires that practitioners be able to deliver appropriate services in inclusive settings. Inclusive education acknowledges that all people can learn and respects their differences; it enables structures, systems and methodologies for learning to meet the needs of all; it is part of a wider strategy to promote an inclusive society; and it is a dynamic process which is constantly evolving. The intention with the registration of this Qualification is to build the capacity of practitioners in inclusive settings, as no Qualification exists at this level for entry into the field of inclusive learning. Furthermore, the existence of a national Qualification is aimed at improving the consistency of programmes and assessments.
The Qualification is aimed at persons responsible for residential settings (these practitioners are historically referred to as housemothers or parents) for children and adults experiencing intrinsic or extrinsic barriers to learning and employment, as well as support/auxiliary workers such as caregivers and classroom assistants, who are responsible for facilitating learning and providing support in inclusive settings. In addition, specific Unit Standards included in the Qualification are aimed at other professionals who work in inclusive settings, such as equity officers, orientation and mobility practitioners, helping professionals (including health care workers, psychologists, doctors, occupational therapists, etc.), Early Childhood Development practitioners, Adult Basic Education and Training practitioners, Development practitioners, trainers, educators in General, Further and Higher Education and Training institutions, sign language interpreters, librarians, child minders, au pairs, reformatory workers, prison care centre personnel, personnel in places of safety, etc.
Qualified practitioners are able to provide the appropriate level of support, adaptation and modification of delivery for learners. They are able to facilitate development in an inclusive setting according to the needs of learners who are experiencing barriers to learning, to ensure equal access to outcomes based learning opportunities. Qualified practitioners should be flexible and responsive in their delivery.
This Qualification provides recognition for practitioners' working experience, and allows for the achievement of a Qualification. The Qualification provides them with opportunities to progress and access education, training and development practice Qualifications at NQF Level 5. The Qualification was designed to facilitate promotion life-long learning, and access to Higher Education and Training, and articulates with Qualifications in other disciplines, such as ancillary health care. In addition, various professionals, such as health care workers, psychologists, doctors, and occupational therapists, require areas of competence included in the Unit Standards of this Qualification to ensure inclusion.
Empowerment of practitioners will lead to the empowerment of learners. Competent implementation of inclusive education will create jobs for practitioners and improve employment and social participation opportunities for those learners who are experiencing barriers to learning and employment. By creating a body of knowledge regarding inclusion, a national asset is harnessed. The Qualification may improve financial status of practitioners, add national economic value through qualified professionals and improve learners' economic participation and opportunities.
|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 3.
Recognition of prior learning:
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.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification, learners are required to obtain a minimum of 144 credits as detailed below.
The Fundamental Component consists of Unit Standards in:
It is compulsory therefore for learners to do Communication in two different South African languages, one at Level 4 and the other at Level 3.
All Unit Standards in the Fundamental Component are compulsory.
Learners who choose to specialise in Sign language must complete from the following list of Unit Standards totalling a minimum of 20 credits:
|EXIT LEVEL OUTCOMES|
|Fundamental and Core:
1. Gather information regarding inclusive practice within learning environments
2. Provide relevant support to individuals and groups to promote social, emotional, employment, recreational, academic and recreational inclusion.
3. Deliver professional services in accordance with legal requirements to optimise service delivery.
> Range: Professional services within an inclusive context may include health services, education services, management services, correctional services, supervision services, etc.
4. Create healthy, safe and secure inclusive settings that ensure the protection of individuals and groups.
5. Advocate human rights and inclusion within specific communities in support of inclusion.
6. Support curriculum access in inclusive settings.
7. Facilitate learning events in inclusive settings to promote learning and general well-being.
> Range: Learning events can be aimed at any one age group, and for any one purpose.
Elective (achievement of one outcome is required to qualify):
7a. Supervise residential, employment and/or learning sites to ensure optimal functioning and promote inclusivity.
7b. Manage administration that promotes inclusion.
> Range: Administration may include organisation of and running meetings, site maintenance, household management, keeping attendance registers, purchasing and stock control, basic assistive devices maintenance, completion of relevant forms, report writing, correspondence, duty sheet compilation and completion, etc.
|ASSOCIATED ASSESSMENT CRITERIA|
|Fundamental and Core:
> Range: Support can include amenities that are fit for purpose; specific requirements includes consultation with relevant stakeholders, and identification and interpretation of the level of individual and group needs for participation in activities based on observed and documented information about specific individual and group needs.
> Range: Activities may include workplace, sport, learning, recreational, leisure, etc. activities; requirements for inclusion can be based on constitutional principles, such as human rights, access and participation, and can include accommodating diverse needs, appropriate activities.
> Range: Criminal activities may include abuse, corruption, etc.
> Range: Responses can include mediation and/or implementation of selected learning support materials.
> Range: Principles may include principle of Outcomes Based Education, assessment, levels of support, adaptations, modifications, assistive technology, etc.
> Range: Criteria include specific target group characteristics and needs.
Elective (achievement of one outcome is required to qualify):
> Range: Requirements include hygiene, legal/regulatory, policy, health (including nutritional) and physical infrastructure maintenance requirements.
> Range: Administration includes procurement, financial transacting and recording; required procedures can be developed by the learner.
The Assessment criteria in the unit standards are performance-based, assessing applied competence of practitioners, rather than only underpinning knowledge, or only 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 practitioner occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence of practitioners. 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.
|Internationally, most education and training for the facilitation of learning in inclusive settings is limited to qualified teacher/educator education and training. In Africa, inclusive education policies in South Africa and Uganda are considered exemplary, even by international standards.
In African countries such as Rwanda, Kenya, Swaziland, Zambia, Ethiopia and Lesotho, training for inclusion is mostly limited to teacher training, at higher levels than this South African qualification. Such teacher training, usually in the form of short courses, includes peer support, classroom management, adapting the curriculum, group work, encouraging family support, and promoting positive attitudes. Most other initiatives make use of community development and participation, without formal raining at the community level. Other countries with similar approaches include Yemen, Macedonia, Pakistan, Bangladesh, India, Iran, Vietnam, Papua New Guinea, Thailand, Brazil, Cambodia, Cameroon, Mongolia, Nepal, Afghanistan, and Romania. Uganda has similar inclusive education policies to that of South Africa, but also limits training to higher levels, and mostly for qualified teachers.
In India, the approach to inclusion has been integration within schools. General teachers learn to:
They also learn life skills. These competencies are at a level above that of this South African qualification.
In Israel, on-the-job training is provided to residential educators and care workers and, not unlike the South African qualification, is aimed at providing access to education careers at higher levels of training. As with the South African qualification, training addresses residential care as well as education competence. Although the Israeli programs run over five years, the learning time is equivalent to that of this South African qualification. Areas addressed in the programs include youth at risk, information education and care, educational sociology, developmental psychology, quantitative research methods, group dynamics and communication and interviewing.
In the United States of America, equivalent competence is required of individualised personal services or home management services. Training is mostly on-the-job, and addresses mostly personal care competence to facilitate independent living, implement procedures regarding protective equipment and decontamination, doing laundry, ensuring waste removal, ensuring personal hygiene, cleaning and care of equipment, assistance with adaptive technology, skin care and bathing, dressing and grooming, facilitating motion exercises, transfers, house care and domestic management, meal preparation and food safety, and meeting the needs and preferences of the person with a disability. Community worker training is differentiated and includes collaboration, funding, building responsibility and leadership, family and peer support, supportive services and opportunities, career awareness, planning and readiness, and work and learning. Most other training regarding inclusion is provided to qualified teachers.
In the United Kingdom, equivalent programs include the following core areas of competence:
The elective component includes six competence areas, with one from each of the following sets, and any other two areas:
Assisting learners in terms of specific learning areas (e.g. literacy, numeracy, etc.) are not included in the South African qualification. In Scotland, programs for residential caregivers focus on safety, principles and concepts, managing challenging behaviour, sexual abuse work, through care and after care, and parental involvement. These programs are shorter than the South African qualification, consisting of approximately 30 credits.
On the Australia framework, equivalent competence forms part of a Certificate in Education for teacher aides. The core component includes:
The elective component includes:
Components not reflected in this South African qualification are those relating to supporting reading, writing, oral language development, literature usage, and numeracy development.
The New Zealand framework credits competence at an equivalent level, however, with fewer credits and not as a qualification, for the following units:
|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 relevant 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:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||117865||Assist and support learners to manage their learning experiences||Level 4||NQF Level 04||5|
|Core||119273||Assist in creating an inclusive environment||Level 4||NQF Level 04||4|
|Core||110057||Conduct a self-evaluation of own progress and development||Level 4||NQF Level 04||2|
|Core||117870||Conduct targeted training and development using given methodologies||Level 4||NQF Level 04||10|
|Core||12544||Facilitate the preparation and presentation of evidence for assessment||Level 4||NQF Level 04||4|
|Core||119272||Identify levels of support needed for inclusion||Level 4||NQF Level 04||13|
|Core||10231||Plan a learning event||Level 4||NQF Level 04||8|
|Core||119274||Select learning support materials and assistive technology for inclusive settings||Level 4||NQF Level 04||12|
|Core||119271||Support curriculum access for inclusive learning||Level 4||NQF Level 04||10|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||8973||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||8970||Write texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||8974||Engage in sustained oral communication and evaluate spoken texts||Level 4||NQF Level 04||5|
|Fundamental||8975||Read analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||12153||Use the writing process to compose texts required in the business environment||Level 4||NQF Level 04||5|
|Fundamental||8976||Write for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||115433||Demonstrate basic computer literacy in school management||Level 3||NQF Level 03||4|
|Elective||244568||Demonstrate knowledge and understanding of effective study methods and techniques||Level 3||NQF Level 03||3|
|Elective||7637||Maintain hygiene in food preparation, cooking and storage||Level 3||NQF Level 03||2|
|Elective||10956||Provide commuter services||Level 3||NQF Level 03||8|
|Elective||14048||Apply Self Management Concepts||Level 4||NQF Level 04||3|
|Elective||115076||Deliver a monologue for a known audience on a familiar topic using South African Sign Language||Level 4||NQF Level 04||10|
|Elective||263918||Demonstrate knowledge and understanding of issues of diversity in a specific South African context||Level 4||NQF Level 04||5|
|Elective||115073||Demonstrate knowledge of Deaf culture, the Deaf community and technology, services and education for the Deaf in South Africa||Level 4||NQF Level 04||8|
|Elective||115078||Demonstrate the production and reception of regional South African Fingerspelling||Level 4||NQF Level 04||4|
|Elective||14667||Describe and apply the management functions of an organization||Level 4||NQF Level 04||10|
|Elective||117189||Describe the use of relationships for developmental and therapeutic ends in child and youth care work||Level 4||NQF Level 04||8|
|Elective||110003||Develop administrative procedures in a selected organisation||Level 4||NQF Level 04||8|
|Elective||117505||Educate and support parents in childcare||Level 4||NQF Level 04||12|
|Elective||115074||Engage in short conversations with a Deaf person on a familiar topic using SASL||Level 4||NQF Level 04||6|
|Elective||264260||Facilitate a peer education intervention||Level 4||NQF Level 04||10|
|Elective||7384||Facilitate an adult learning event||Level 4||NQF Level 04||16|
|Elective||10142||Fulfill procurement activities and supervise procurement administration||Level 4||NQF Level 04||8|
|Elective||115077||Give and ask for directions to places and locations, using South African Sign Language||Level 4||NQF Level 04||4|
|Elective||114483||Identify and apply strategies to deal with risk behaviour to promote psychological health and wellness||Level 4||NQF Level 04||6|
|Elective||115075||Inform and explain about simple arrangements and processes using South African Sign Language||Level 4||NQF Level 04||10|
|Elective||110009||Manage administration records||Level 4||NQF Level 04||4|
|Elective||109999||Manage service providers in a selected organisation||Level 4||NQF Level 04||5|
|Elective||114589||Manage time productively||Level 4||NQF Level 04||4|
|Elective||114740||Manage working capital||Level 4||NQF Level 04||5|
|Elective||13947||Motivate a team||Level 4||NQF Level 04||6|
|Elective||117173||Observe, record and report as an auxiliary child and youth care worker in child and youth care work context||Level 4||NQF Level 04||5|
|Elective||115209||Participate in the development of a strategic plan for fundraising||Level 4||NQF Level 04||12|
|Elective||10134||Participate in the estimation and preparation of cost budgets for an element of work and monitor and control actual cost against budget||Level 4||NQF Level 04||6|
|Elective||115079||Perform everyday communicative tasks using South African Sign Language||Level 4||NQF Level 04||4|
|Elective||114738||Perform financial planning and control functions for a small business||Level 4||NQF Level 04||6|
|Elective||117488||Plan and implement home based care||Level 4||NQF Level 04||6|
|Elective||117491||Produce accounting reports||Level 4||NQF Level 04||10|
|Elective||117492||Record and process workplace transactions||Level 4||NQF Level 04||10|
|Elective||114736||Record business financial transactions||Level 4||NQF Level 04||5|
|Elective||7884||Control and order stock||Level 5||Level TBA: Pre-2009 was L5||4|
|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||10214||Promote an awareness of nutritional principles||Level 5||Level TBA: Pre-2009 was L5||6|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
|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.