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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 QUALIFICATION THAT HAS PASSED THE END DATE: |
National Diploma: Braille Practice |
SAQA QUAL ID | QUALIFICATION TITLE | |||
49277 | National Diploma: Braille Practice | |||
ORIGINATOR | ||||
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 | |||
QUALIFICATION TYPE | FIELD | SUBFIELD | ||
National Diploma | Field 05 - Education, Training and Development | Adult Learning | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 240 | Level 5 | NQF Level 05 | Regular-Unit Stds Based |
REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
Passed the End Date - Status was "Reregistered" |
SAQA 9999/99 | 2018-07-01 | 2023-06-30 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2025-06-30 | 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 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 | Will occur as soon as [NEW] is registered |
PURPOSE AND RATIONALE OF THE QUALIFICATION |
Purpose
A qualified learner can facilitate reading and writing in Braille for blind individuals. The qualification is not limited to becoming competent in the teaching of Braille, but includes broader aspects such as transcribing and adapting texts, proof reading, using code, maintaining equipment and modifying text to prepare it for use. Fundamental competencies such as mathematic literacy have been added to the qualification to render the learner more employable. The qualification also provides learners with the competencies to advocate causes of blind individuals where and when required. The qualified Braille practitioner thus aids blind individuals to enhance the quality of their lives, promote inclusion in schools and benefit the economy by adding to the national competency pool. Qualifying learners are able to: Qualified learners also elect to become capable of: Rationale The demand for this qualification is primarily for the many Braille practitioners who use Braille and teach Braille to blind persons (including children) and people who are working in contexts where blind people learn, including inclusive education settings. The target learners for this qualification are teaching assistants, and parts of the qualification are aimed at teachers, occupational therapists, residential caretakers, ABET practitioners, librarians at schools for the blind, etc. who may not currently be able to read and write Braille but work with blind persons. Employers of qualified learners include schools, rehabilitation centres where Braille is taught, libraries at schools for the blind, and tertiary institution support services that produce Braille and convert text. Braille is for blind learners, and, therefore, it is the means to literacy for blind persons, thereby empowering them to access and manage information. This qualification is set to increase Braille practitioner competence, in order to facilitate better Braille reading and writing of blind persons. In addition, achieving this qualification demonstrates respect for blind persons who are learning, and specifically learning Braille, as Braille facilitators are able to use the medium through which blind persons learn, read and write. Communication is made easier, as feedback regarding learning can take place in the medium of Braille. This improvement in communication will empower both Braille practitioners and those persons whose learning they facilitate. It is essential for all persons working in education, training and development settings and working with blind learners. Levels of literacy and rates of employment are crucially influenced by the ability to read and write Braille. Access to Braille is the only access to true literacy. Braille is of fundamental importance to the blind community, as access to literacy and learning, as a means to employment and as a matter of identity. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
The building blocks of knowledge, skill and understanding which are assumed to be in place are reflected in the Unit standards of the qualification. In general, the qualification assumes that the following competencies have already been attained:
Recognition of prior learning (RPL) 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? |
Y |
QUALIFICATION RULES |
All Fundamental component unit standards are compulsory (49 credits).
All Core component unit standards are compulsory (150 credits). From the Elective component, learners must achieve at least 41 credits of the possible 84 credits, to achieve competence in: |
EXIT LEVEL OUTCOMES |
Fundamental and Core
1. Read and write fully contracted standard Braille and technical Braille that meet specified requirements. Range: Reading and writing in any one language is required; technical Braille refers to Braille codes that are technical, such as mathematic and scientific codes. 2. Plan, develop or adapt and facilitate Braille learning events for blind persons, including children, that meet specific needs. Range: Learning events include facilitated learning, self-driven learning, assessment, etc. 3. Produce original tactile materials for individual use by blind persons that meet specified requirements. Range: Industrial production is excluded; materials include tactile diagrams. 4. Advocate accessibility of Braille and promote Braille as the medium of communication for blind persons. Range: Advocacy can include promotion of inclusion, human and constitutional rights, Braille as the medium of communication, and providing Braille in public places, lifts, doorways, etc. for way finding, etc. 5. Gather information about developments in Braille using sources, methods and techniques that are appropriate for specified contexts. Elective (achievement of two outcomes is required to qualify) 6a. Teach learners to communicate in one language. 6b. Maintain personal Braille communication equipment used by blind persons according to specification and within given limitations. 6c. Travel through environments in a safe manner whilst experiencing a visual barrier. 6d. Facilitate the enhancement of quality of life of blind persons who are experiencing additional barrier/s meeting ethical and professional requirements. Range: Additional barriers can include deafness, poverty, mental illness, etc. |
ASSOCIATED ASSESSMENT CRITERIA |
Fundamental and Core
1. 2. 3. 4. 5. Elective 6a. 6b. 6c. 6d. Integrated assessment The assessment criteria in the unit standards are performance-based, assessing applied competence of Braille 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. They should be able to deal effectively with different and random demands related to Braille practitioner occupational and learning contexts, to qualify. Assessment approaches used should be appropriate for assessing applied competence of Braille 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. 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. |
INTERNATIONAL COMPARABILITY |
Countries with published information regarding Braille facilitation/teaching and practice include the United States of America (USA), Germany, Norway, New Zealand, and Canada. Most countries place this area of competence within the field of so-called special education.
In the USA, Braille practitioners are required to have a degree (the equivalent of the South African NQF Level 6). The content of the qualification includes: In Canada, practitioners are mostly teachers. The qualification that relates best to this South African qualification is a post graduate qualification. It provides a basic foundation in the field of Special Education, and the choice of electives allows for any specialisations. Core areas addressed include education, education psychology, and special education. In New Zealand, no qualification exists that is the equivalent of this qualification. However, unit standards at an equivalent level to this South African qualification and addressing equivalent competencies are registered on their framework, in the field of special education: Short programmes (units within modules) are offered in German that form part of education qualifications. The focus is on methods and didactics of teaching, the teaching of writing and communication skills, the Braille system history, teaching method and materials, and the learning process for reading and writing by touch. In Norway, relevant courses are also much shorter (about two weeks) than the South African qualification but are based on the assumption that the learner is already a teacher. The programmes include methods of teaching blind pupils the different subjects in a group of sighted pupils, practicing Braille reading and writing, mobility and orientation techniques, social and educational integration of blind pupils, mathematics with abacus, adjustment to daily living, teaching aids (adapted Braille paperprint books, electronic Braille/computer books, computers, tape recorders, etc.), reading readiness, mathematics readiness, Perkins Brailler and PC, and fully contracted standard Braille. Two differences are evident between the South African qualification and the international examples: 1. Other countries require a higher level of competence to enter the field than this South African qualification, which in the local context would prevent access to the qualification for most learners 2. International examples work from a framework of special education, rather than inclusive education as is the case in South Africa |
ARTICULATION OPTIONS |
Vertical articulation is possible with the National First Degree: ABET Practice (NQF Level 6). Horizontal articulation on the NQF is possible with the National Certificate: Orientation and Mobility Practice (NQF Level 5), the National Certificate: Management (NQF Level 5), the National Diploma: Occupationally Directed Education, Training and Development Practices (NQF Level 5) and the Higher Education and Training Certificate: Development Practice (NQF Level 5). |
MODERATION OPTIONS |
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:
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CRITERIA FOR THE REGISTRATION OF ASSESSORS |
Assessment of learner achievements takes place at providers accredited by the relevant ETQA for the provision of programmes 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 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: |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
NOTES |
As per the SAQA decision to re-register all provider-based qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2018. Glossary of Terms
In this qualification and its unit standards, the terms below have the following meanings: |
UNIT STANDARDS: |
ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
Core | 15234 | Apply efficient time management to the work of a department/division/section | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Core | 117846 | Communicate in technical Braille Code | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
Core | 115753 | Conduct outcomes-based assessment | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Core | 10292 | Conduct research and liaison relevant to the learning situation | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Core | 115855 | Create, maintain and update record keeping systems | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Core | 116484 | Evaluate a specified code of ethics and/or code of conduct | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
Core | 10290 | Evaluate, select and adapt published learning materials and develop, use and evaluate own supplementary learning aids | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
Core | 15229 | Implement codes of conduct in the team, department or division | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
Core | 114925 | Manage learner information using an information management system | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Core | 110063 | Plan advocacy campaigns and workshops in development practice | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Core | 117857 | Prepare Braille reading readiness | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Core | 117868 | Produce tactile materials for blind persons | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Core | 115755 | Design and develop outcomes-based assessments | Level 6 | Level TBA: Pre-2009 was L6 | 10 |
Core | 10299 | Design learning programmes and related learning materials | Level 6 | Level TBA: Pre-2009 was L6 | 20 |
Core | 10305 | Devise interventions for learners who have special needs | Level 6 | Level TBA: Pre-2009 was L6 | 16 |
Fundamental | 10289 | Facilitate a programme of learning | Level 5 | Level TBA: Pre-2009 was L5 | 24 |
Fundamental | 117872 | Read and write fully contracted standard Braille in any one language | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Fundamental | 117876 | Write reports regarding learner progress | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Elective | 10297 | Facilitate Communications at ABET levels 3 and 4 | Level 5 | Level TBA: Pre-2009 was L5 | 20 |
Elective | 10298 | Facilitate Mathematics at ABET levels 3 and 4 | Level 5 | Level TBA: Pre-2009 was L5 | 20 |
Elective | 10294 | Identify and respond to learners with special needs and barriers to learning | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Elective | 117851 | Maintain communication equipment used by blind persons | Level 5 | Level TBA: Pre-2009 was L5 | 9 |
Elective | 117088 | Orientate self to the environment whilst experiencing a visual barrier | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Elective | 117090 | Travel through environments whilst experiencing a visual barrier | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
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. |
NONE |
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. |
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. |