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: 

Produce tactile materials for blind persons 
SAQA US ID UNIT STANDARD TITLE
117868  Produce tactile materials for 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  15 
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 produce quality materials and facilitate communication with blind persons. This Unit Standard contributes to the set of competence required to communicate effectively when blind, or when assisting with the facilitation of learning of blind persons.

Credited learners are capable of:
  • Identifying resources required and available for materials production
  • Selecting suitable production methods, materials and equipment
  • Producing tactile materials that are fit-for-purpose
  • Evaluating Braille material production output quality 

  • 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. Tactile materials include Braille materials and tactile maps, limited to small quantities for individual use and desktop publishing, rather than industrial production. Production of these materials can take place with or without electronic equipment. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify resources required and available for materials production. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Resources required are accurately identified for specific contexts. 

    ASSESSMENT CRITERION 2 
    Various options of available resources are considered. 

    ASSESSMENT CRITERION 3 
    Description of equipment and methods of producing materials for blind persons is accurate. 
    ASSESSMENT CRITERION RANGE 
    Equipment and methods can include braillewriter, slate and stylus, computer generated, and thermoform duplication.
     

    ASSESSMENT CRITERION 4 
    Identified resources are feasible within specific contexts. 

    ASSESSMENT CRITERION 5 
    Identified resources are appropriate for specific contexts and purpose. 
    ASSESSMENT CRITERION RANGE 
    Resource appropriateness includes durability of paper (thickness), size of paper, etc.
     

    SPECIFIC OUTCOME 2 
    Select suitable production materials and equipment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Selected production materials and equipment are feasible within specific contexts. 

    ASSESSMENT CRITERION 2 
    Production materials and equipment selected are fit-for-purpose for specific contexts. 

    ASSESSMENT CRITERION 3 
    Requisitioning of production materials and equipment is through proper channels. 

    ASSESSMENT CRITERION 4 
    Selected production materials are suitable for specific contexts. 

    SPECIFIC OUTCOME 3 
    Produce tactile materials that are fit-for-purpose. 
    OUTCOME RANGE 
    Production of tactile materials includes making diagrams or maps into tactile format for blind or partially sighted users. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Description of production processes is accurate. 

    ASSESSMENT CRITERION 2 
    Production is monitored throughout production processes. 

    ASSESSMENT CRITERION 3 
    Actions taken to solve production process problems meets specified requirements within specific contexts. 

    ASSESSMENT CRITERION 4 
    Use and care of production devices and equipment meets specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Specified requirements can include prescribed functionality, manufacturer specifications and instructions, etc.; production devices and equipment include translation software, Braille embossers, etc.
     

    ASSESSMENT CRITERION 5 
    All instructions for production devices and equipment use are followed correctly as specified. 

    ASSESSMENT CRITERION 6 
    Materials production optimises paper conservation. 
    ASSESSMENT CRITERION RANGE 
    Methods of paper conservation can include embossing Braille on both sides of every sheet of paper at the same time, automatically aligned so that both front and back are readable (interpoint), minimising white space, etc.
     

    SPECIFIC OUTCOME 4 
    Evaluate Braille material production output quality. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Evaluation criteria are appropriate for specific contexts. 

    ASSESSMENT CRITERION 2 
    Evaluation meets specified requirements. 

    ASSESSMENT CRITERION 3 
    Material production output quality meets specified requirements. 

    ASSESSMENT CRITERION 4 
    Suggested improvements take into account specific context limitations. 


    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:
  • Available and required resources (production materials and equipment) for materials production
  • Use, care and purpose of production materials and equipment
  • Instructions for production devices and equipment
  • Production materials and equipment requisitioning channels
  • Equipment and methods of producing materials for blind persons
  • Production materials and equipment functionality and purpose
  • Production of tactile materials
  • Production processes
  • Methods of paper conservation
  • Evaluation criteria for material production output quality 

  • 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 actions taken to solve production process problems meets specified requirements within specific contexts. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to procure production materials and equipment through proper channels. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to use and care for production devices and equipment in a way that meets specified requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to consider various options of available resources and to evaluate Braille material production output quality. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when production optimises paper conservation. 

    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 identified resources are feasible within specific contexts. 

    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
    Core  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.