SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

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	9
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 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	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.

NONE