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:

Develop learning styles for facilitation of learning of people who are blind or partially sighted

SAQA US ID	UNIT STANDARD TITLE
117092	Develop learning styles for facilitation of learning of people who are blind or partially sighted
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	15
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

Continuous learning of all persons benefits the individual and the society in which they live. These benefits surpass the financial benefits often associated with the acquisition of competencies through learning, in that enhanced competence is often associated with increased self-esteem. The purpose of this Unit Standard is to ensure that learners are able to facilitate the learning for persons who are blind and partially sighted in a professional manner. Such facilitation of learning includes using learning styles, visualisation techniques and other such memory strategies.

Credited learners are capable of:

Assessing learning resources available to prepare for the implementation of learning styles

Employing learning styles to enable persons who are blind and partially sighted to learn

Evaluating the effectiveness of learning styles for persons who are blind and partially sighted

Evaluating and reporting on the learning potential of persons who are blind and partially sighted

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credits and level assigned to this unit standard are based on the assumption that learners have already attained the following competencies:

Communication at NQF Level 4 in one language

Communication at NQF Level 3 in another language

UNIT STANDARD RANGE

Range statements are provided in the body of the unit standard where relevant. Where the person who are blind and partially sighted to learning is a minor, legal guardian/parental consent is required at all relevant times.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Assess learning resources available to prepare for the implementation of learning styles.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Resources available to persons who are blind and partially sighted, that may enhance learning, are identified accurately

ASSESSMENT CRITERION 2

Various suitable learning styles are identified according to their suitability for specific contexts

ASSESSMENT CRITERION 3

Learning strategy and resource preferences of person experiencing visual barrier are determined in consultation with persons who are blind and partially sighted

SPECIFIC OUTCOME 2

Employ learning styles to enable persons who are blind and partially sighted to learn.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Learning styles and resources are selected in terms of their suitability for the persons who are blind and partially sighted, and are selected in consultation with specific persons who are blind and partially sighted

ASSESSMENT CRITERION 2

Learning styles and resources are taught to facilitate learning for any one particular person

ASSESSMENT CRITERION 3

The use, practise and development of learning styles is facilitated in consultation with the persons who are blind and partially sighted

ASSESSMENT CRITERION 4

Utility of the learning strategy employed by the persons who are blind and partially sighted is assessed accurately, in consultation with specific persons who are blind and partially sighted

SPECIFIC OUTCOME 3

Evaluate the effectiveness of learning styles for persons who are blind and partially sighted.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The value of specific learning styles is reflected upon in consultation with persons who are blind and partially sighted

ASSESSMENT CRITERION 2

Effectiveness of learning styles is assessed and compared with the effectiveness of alternative learning styles and methods

ASSESSMENT CRITERION 3

Learning styles are adapted, if necessary, to enhance the learning ability of persons who are blind and partially sighted

ASSESSMENT CRITERION 4

Learning styles are replaced, if necessary, with others that enhance the learning ability of persons who are blind and partially sighted

SPECIFIC OUTCOME 4

Evaluate and report on the learning potential of persons who are blind and partially sighted.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Learning status is identified and discussed with persons who are blind and partially sighted

ASSESSMENT CRITERION 2

Learning development potential is identified and discussed with persons who are blind and partially sighted

ASSESSMENT CRITERION 3

Resources for the further development of persons who are blind and partially sighted are identified and discussed with them

ASSESSMENT CRITERION 4

Learning ability and progress of persons who are blind and partially sighted are reported in terms of specified requirements and include recommendations for further learning development

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of learner achievements is conducted by providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programmes that result in the outcomes specified for this unit standard.

Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.

Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.

The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Credited learners understand and can explain:

Learning resources available to prepare for implementation of learning styles

Use, practice, development and suitability of learning styles

Effectiveness of learning styles

Learning potential of persons who are blind and partially sighted

Specified requirements for reporting

Inclusion within the SA context
Range: historical developments, and key legislation, policies, concepts and terminology

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 adapt learning styles where necessary.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community to identify resources that may available to enhance learning of persons who are blind and partially sighted.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively to meet specified requirements when reporting regarding learning ability and progress of persons who are blind and partially sighted.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information to evaluate the effectiveness of learning styles for persons who are blind and partially sighted.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to report regarding learning potential of persons who are blind and partially sighted.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, 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 do not exist in isolation.

UNIT STANDARD ASSESSOR CRITERIA

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, then 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

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

N/A

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	49087	National Diploma: Orientation and Mobility Practice for Blind and Partially Sighted Persons	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2009-07-29	Was ETDP SETA until Last Date for Achievement
Elective	59429	National Certificate: Inclusive Education	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Elective	50333	National Diploma: Occupationally Directed Education, Training and Development Practices	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Elective	50330	Bachelor: Occupationally Directed Education Training and Development Practices	Level 6	NQF Level 07	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.	AFRICA COMPETENCY DEVELOPMENT (PTY) LTD
2.	Amaqamu Project Management and Consulting
3.	ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD
4.	Bohlali Provider Support
5.	Chartall Business College
6.	Dabulamanzi & Njabulo Ndaba Consulting cc
7.	Divine Inspiration Trading 704 PTY Ltd
8.	EDUTEL SKILLS DEVELOPMENT PTY LTD
9.	Emergence Learning Academy (Pty) Ltd
10.	Igugu Training and Investments
11.	Isamon Vocational College of Excellence Pty Ltd
12.	Khaas Training Academy
13.	Learnership Support Systems (Pty) Ltd
14.	MACCAUVLEI LEARNING ACADEMY (PTY) LTD
15.	MENTORNET (PTY) LTD
16.	NTI College
17.	OMNI HR CONSULTING PTY LTD
18.	Regenesys Management (Pty) Ltd
19.	Resonance Institute of Learning
20.	Saint Colonel Graduate Institute (PTY) Ltd
21.	South African Guide-Dogs Association for the Blind
22.	Southern African Institute of Learning (SAIL)
23.	The Institute of People Development
24.	Thuto Adult Centre
25.	TMG Quality Services
26.	Ulwazi Training & Development
27.	University of Johannesburg
28.	VERYCOOLIDEAS