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: 

Maintain communication equipment used by blind persons 
SAQA US ID UNIT STANDARD TITLE
117851  Maintain communication equipment used by blind persons 
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 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 Unit Standard is that a credited learner is able to maintain his or her own equipment, as limited by manufacturer instructions, used for communication, to ensure maximum value and optimal functioning of such equipment. Communication equipment used by blind persons is often very expensive and good, responsible care and maintenance ensures maximum functionality and life time.

Credited learners are capable of:
  • Describing communication equipment relevant for specific contexts
  • Testing communication equipment functionality
  • Ensuring optimal functionality of communication equipment
  • Recommending communication equipment for specific needs 

  • 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 and language at NQF Level 4
  • Reading and writing uncontracted and contracted Braille 

  • UNIT STANDARD RANGE 
    Range statements are provided in the body of the Unit Standard where relevant. Equipment within specific contexts of learner needs is included, for personal use and desktop publishing, rather than industrial use. Maintenance is limited to that which does not require expert, industrial or manufacturer intervention and expertise. Equipment can include Braille transcription machines, computers, embossers, etc. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe communication equipment relevant for specific contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    New developments regarding communication equipment are described in terms of relevance for specific contexts and the individual. 

    ASSESSMENT CRITERION 2 
    Limitations in specific contexts are assessed accurately. 

    ASSESSMENT CRITERION 3 
    Feasibility of using specific communication equipment in specific contexts is assessed accurately against individual requirements. 

    ASSESSMENT CRITERION 4 
    Description of communication equipment relevant for specific contexts and the individual is accurate. 

    ASSESSMENT CRITERION 5 
    Selected communication equipment purposes, uses and care are described correctly according to given specifications. 

    SPECIFIC OUTCOME 2 
    Test communication equipment functionality. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Testing adheres to specified requirements. 

    ASSESSMENT CRITERION 2 
    Manufacturer specifications regarding testing are adhered to. 

    ASSESSMENT CRITERION 3 
    Test results are recorded in specified formats. 

    ASSESSMENT CRITERION 4 
    Test results are accurate. 

    ASSESSMENT CRITERION 5 
    Safety, health and environmental requirements are met. 

    SPECIFIC OUTCOME 3 
    Ensure optimal functionality of communication equipment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Transporting and storage specifications for specific equipment are adhered to. 

    ASSESSMENT CRITERION 2 
    Maintenance specifications for specific equipment are adhered to. 

    ASSESSMENT CRITERION 3 
    Maintenance is based on verified functionality test results. 

    ASSESSMENT CRITERION 4 
    Safety, health and environmental requirements are met. 

    ASSESSMENT CRITERION 5 
    Operation specifications for specific equipment are adhered to. 

    SPECIFIC OUTCOME 4 
    Recommend communication equipment for specific needs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Needs and requirements for communication equipment in specific contexts are accurately assessed. 

    ASSESSMENT CRITERION 2 
    Evaluation of communication equipment is justified in terms of specific needs. 

    ASSESSMENT CRITERION 3 
    Recommendations regarding communication equipment are relevant and feasible for specific contexts. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs 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:
  • New developments regarding communication equipment relevant for individual contexts
  • Limitations in specific contexts
  • Feasibility of using specific communication equipment in specific contexts
  • Communication equipment purposes, uses and care relevant for individual contexts
  • Manufacturer specifications regarding testing equipment relevant for individual contexts
  • Specified formats for recording test results
  • Safety, health and environmental requirements
  • Transporting and storage specifications for specific equipment relevant for individual contexts
  • Maintenance specifications for specific equipment relevant for individual contexts
  • Operation specifications for specific equipment relevant for individual contexts
  • Needs and requirements for communication equipment in specific individual contexts
  • Evaluation of communication equipment relevant for individual contexts 

  • 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 when testing communication equipment functionality and recommending equipment for specific needs. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when needs and requirements for communication equipment in specific contexts are accurately assessed. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to ensure optimal functionality of communication equipment. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to describe communication equipment relevant for specific contexts. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to describe communication equipment relevant for specific contexts. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when testing communication equipment functionality and ensuring optimal functionality of communication equipment. 

    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 when the feasibility of using specific communication equipment in specific contexts is assessed accurately. 

    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, 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 for enabling the gathering of evidence 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
    Elective  49277   National Diploma: Braille Practice  Level 5  NQF Level 05  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.
     
    NONE 



    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.