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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 Certificate: Inclusive Education |
SAQA QUAL ID | QUALIFICATION TITLE | |||
59429 | National Certificate: Inclusive Education | |||
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 Certificate | Field 05 - Education, Training and Development | Adult Learning | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 140 | Level 5 | Level TBA: Pre-2009 was L5 | 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 | |||
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 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:
The purpose of this Qualification is to ensure that practitioners are able to screen and identify for potential barriers and strengths, facilitate and support learning activities, differentiate curriculum including assessment tools, adapt learning and teaching support materials including assistive devices and e-learning, and assist with making the environment conducive to learning. The Qualification will enable practitioners to consult collaboratively with relevant internal and external service providers. This Qualification will be useful for educators, teacher assistants, rehabilitation workers, house parents, and professionals who are responsible for providing support and facilitation in/to inclusive settings, such as district personnel, support/auxiliary workers, therapists, social workers, childcare workers, equity officers, orientation and mobility practitioners, helping professionals (including health care workers and therapists), Education, Training and Development practitioners, trainers, and managers. The Qualification provides access to learning and career opportunities for professionals including teachers (educators) who want to specialise in inclusion. It also provides opportunties for learners who wish to progress and access further learning at NQF Level 6. This Qualification will not confer learners/practitioners with educator status on qualifying. Qualified learners are capable of: Rationale: This Qualification will enable practitioners dealing with adults and children experiencing barriers to learning to access equitable learning in the education, training and development fields. Practitioners will thus be able to recognise various barriers to learning and learners experiencing learning difficulties in a range of settings. It would also equip practitioners to provide and support educational opportunities and experiences so that it would enable learners experiencing barriers to learning to participate and integrate successfully into a variety of contexts. Current legislation addressing inclusive education, training and development requires practitioners to implement appropriate learning site interventions that respond to the diverse needs of individual learners. This Qualification will enable and equip practitioners to support learners and contribute in building an inclusive society. This Qualification complements a range of qualifications and addresses the need for capacity building, redress and equity for those practitioners who hold or aspire to positions within inclusive education, training and development contexts. It will also enable practitioners to address drop out and failure rates amongst learners who experience barriers to learning and development. Through this Qualification, inclusive education competence forms part of an integrated national framework for learning achievements. It is aimed at facilitating access to education, training and career paths for practitioners, ensuring learner mobility and progression on the framework through articulation with other Qualifications. This Qualification comprehensively addresses and complements the need for practitioners to be adequately equipped with competencies to manage and support diverse learner needs. It also provides recognition for practitioners' working experience, and allows for the achievement of a Qualification that builds on the Further Education and Training Certificate: Inclusive Education, Level 4. In addition, qualified educators can use this Qualification to gain competencies as part of ongoing professional development. The unit standards in this Qualification can be used as a basis for short courses or skills programmes. The learning pathway for Inclusive Education: |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
It is assumed that learners have acquired competence in:
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. Access to the Qualification: There is open access to this Qualification bearing in mind learning assumed to be in place. It is recommended that learners have experience and interest in working with adults and/or children experiencing diverse learning needs. |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
Electives can be chosen from the allocated list of Elective Unit Standards. Learners may select relevant Unit Standards in terms of their specialisation areas including physical disabilities, intellectual disabilities, communication disorders, severe behavioural disorders, etc. Additional Unit Standards will need to be generated at a later stage to ensure that each of the specialisation areas is addressed. Learners who choose to specialise in Sign Language must complete from the following list of Unit Standards totalling a minimum of 27 credits: ID Number; Title; Level; Credits: Note: If learners choose to, it is preferred that the learners achieve the replacement Unit Standard ID 263982 rather than Unit Standard ID 116810. |
EXIT LEVEL OUTCOMES |
1. Demonstrate knowledge and understanding of the context of individuals in inclusive settings.
2. Facilitate accessibility to create an enabling inclusive learning environment. 3. Collaborate with relevant stakeholders and support services to maximise inclusivity. 4. Screen for potential barriers and strengths. 5. Assess the needs of the learner in order to determine the required level of support. 6. Facilitate inclusive learning programmes in a range of contexts. 7. Manage administrative functions. Critical Cross-Field Outcomes: The learner is able to demonstrate ability to: |
ASSOCIATED ASSESSMENT CRITERIA |
1.
> Range: Systems refer to a range of institutions. 2. > Range: Accessibility includes but is not limited to physical, psycho-social, attitudinal, material support and assistive devices and e-learning technology. > Range: External support structures include but are not limited to, special schools/resource centres, Non-Government Organisations (NGOs), private service providers, Government departments, etc. > Internal support structures include but are not limited to: site-based support teams, parents, peers, assistive devices, professionals/staff, etc. 3. > Range: Collaborative consultancy refers to the equal responsibility and management of the process. 4. > Range: Context includes but is not limited to age, socio-economical, history, family, etc. 5. > Range: Contextual factors include but are not limited to interpersonal, intrapersonal, etc. > Range: Additional assessment support includes but is not limited to referral, specialist support. 6. > Range: Strategies include but are not limited to peer education, co-operative and group learning. 7. > Range: Reports reflect sensitivity, confidentiality, respect, and professionalism. Integrated assessment: The assessment criteria in the Unit Standards are performance-based, assessing applied competence of Inclusive Education 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, dealing effectively with different and random demands related to Inclusive Education practitioner occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence of Inclusive Education 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, and thus its purpose, at the time of the award of the Qualification. 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 |
Internationally, most education and training for the facilitation of learning in inclusive education is aimed at qualified teacher/educator education and training. The following African countries including Rwanda, Kenya, Swaziland, Zambia, Ethiopia and Lesotho, were reviewed, however training for inclusion is mostly limited to teacher training, which is pitched at a higher level than this South African Qualification. Such teacher training, usually in the form of short courses, includes peer support, classroom management, adapting the curriculum, group work, encouraging family support, and promoting positive attitudes. These aspects are all included in this South African Qualification. The following countries were chosen in terms of best practice as they have similar approaches including Yemen, Macedonia, Pakistan, Bangladesh, India, Iran, Vietnam, Papua New Guinea, Thailand, Brazil, Cambodia, Cameroon, Mongolia, Nepal, Afghanistan, and Romania. Uganda was also chosen as best practice as it has similar inclusive education policies to that of South Africa, but also limits training to higher levels, mostly for qualified teachers.
Cambodia has a short (five-day) in-service programme for teachers including modules for: In India, the approach to inclusion has been integration within schools. General teachers learn to: All of the above competencies are included in this South African Qualification. Equivalent Canadian Qualifications are aimed at teachers and address the following skills: In the United States of America, equivalent competence is required of so-called paraprofessional teachers and includes: In the United Kingdom, programmes focus primarily on higher levels, for example, Masters or Postgraduate Diplomas in Inclusive Education. Nonetheless, examples of equivalent programmes in the United Kingdom include: All the above aspects are addressed in this South African Qualification. In Hong Kong, inclusive education programmes are generally shorter than this South African Qualification, and address: On the Australia framework, Qualifications exist at higher levels than this Qualification, for example, Bachelor of Education - Special Education. The New Zealand framework credits competence at lower and higher levels, but not at the level of this Qualification. Existing Qualifications include a Graduate Diploma, in Tertiary Teaching (Level 7), a Master of Education (Level 9), a Level 4 Certificate in Educational Support (lower than this qualification), and a Certificate for trained teachers. Conclusion: All of the qualifications and programmes investigated have aspects that have been addressed and included in the National Certificate: Inclusive Education Qualification, Level 5. The South African Qualification is more comprehensive and is in line with National Policy. |
ARTICULATION OPTIONS |
Vertical articulation is possible with the following Qualifications:
Horizontal articulation on the NQF is possible with the following Qualifications: |
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:
|
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs 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 |
N/A |
UNIT STANDARDS: |
ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
Core | 246529 | Demonstrate knowledge and understanding of assessment in a learning environment | Level 4 | NQF Level 04 | 3 |
Core | 252491 | Analyse and apply legislation, policies, theory and principles to promote inclusion | Level 5 | Level TBA: Pre-2009 was L5 | 12 |
Core | 10292 | Conduct research and liaison relevant to the learning situation | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Core | 252494 | Develop and use assistive devices for learners experiencing barriers to learning and development | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Core | 252492 | Develop inclusive learning programmes that enable participation of learners experiencing barriers to learning and development | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Core | 252493 | Implement an inclusive learning programme using differentiated techniques | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Core | 10220 | Include persons with disabilities in sport, recreation or fitness activities | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Core | 117845 | Restore and build relationships in dealing with conflict | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Core | 117876 | Write reports regarding learner progress | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Fundamental | 116495 | Apply ethical principles for practice of non-discrimination | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Fundamental | 114924 | Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Fundamental | 15238 | Devise and apply strategies to establish and maintain relationships | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
Fundamental | 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 |
Fundamental | 116494 | Explain ethical principles for equality of opportunity | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
Elective | 252513 | Apply established strategies and procedures to deal with risk behaviour and promote personal wellbeing | Level 4 | NQF Level 04 | 3 |
Elective | 252512 | Counsel an individual in a structured environment | Level 4 | NQF Level 04 | 12 |
Elective | 252697 | Demonstrate knowledge and understanding of an individual's rights in a specific helping context | Level 4 | NQF Level 04 | 3 |
Elective | 252510 | Demonstrate knowledge and understanding of HIV and AIDS, other Sexually Transmitted Infections (STIs) and Tuberculosis (TB) for counselling purposes | Level 4 | NQF Level 04 | 3 |
Elective | 252530 | Demonstrate knowledge and understanding of the counseling of people in domestic relationships | Level 4 | NQF Level 04 | 3 |
Elective | 252531 | Demonstrate knowledge and understanding of trauma and skills for supportive counselling | Level 4 | NQF Level 04 | 6 |
Elective | 252511 | Demonstrate knowledge of dread diseases to effectively manage an infected or affected client | Level 4 | NQF Level 04 | 5 |
Elective | 119462 | Engage in sustained oral/signed communication and evaluate spoken/signed texts | Level 4 | NQF Level 04 | 5 |
Elective | 117095 | Facilitate optimal functioning for persons who are blind and partially sighted in controlled environments | Level 4 | NQF Level 04 | 15 |
Elective | 252532 | Provide on-going counselling and support to individuals infected or affected by HIV and AIDS | Level 4 | NQF Level 04 | 3 |
Elective | 252533 | Provide pre and post HIV test counselling | Level 4 | NQF Level 04 | 5 |
Elective | 263936 | Apply knowledge of issues of diversity in a specific South African context | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Elective | 244585 | Coach people with disabilities | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Elective | 115753 | Conduct outcomes-based assessment | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Elective | 115799 | Deliver a variety of prepared presentations and answer questions related to an unfamiliar event or topic using South African Sign Language | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Elective | 15096 | Demonstrate an understanding of stress in order to apply strategies to achieve optimal stress levels in personal and work situations | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Elective | 15094 | Demonstrate insight into the application of theories of Emotional and Spiritual Intelligence in personal development | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Elective | 244570 | Demonstrate knowledge and application of efficient study skills | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Elective | 264214 | Design, develop and manage a Peer Education Management system | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Elective | 117092 | Develop learning styles for facilitation of learning of people who are blind or partially sighted | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Elective | 115804 | Discuss a practical problem and offer a solution, using South African Sign Language | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
Elective | 15224 | Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Elective | 115803 | Explain complex processes to Deaf individuals and groups of Deaf people, using South African Sign Language | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
Elective | 15233 | Harness diversity and build on strengths of a diverse working environment | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
Elective | 115813 | Hold conversations with Deaf individuals and groups of Deaf people on an unfamiliar topic using South African Sign Language | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
Elective | 115798 | Make complex arrangements with deaf individuals and groups of deaf people, using South African Sign Language | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
Elective | 114925 | Manage learner information using an information management system | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Elective | 115800 | Paraphrase and summarise a signed presentation on an unfamiliar topic using South African Sign Language | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Elective | 115814 | Paraphrase and summarise signed monologues on familiar topics using South African Sign Language | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Elective | 110063 | Plan advocacy campaigns and workshops in development practice | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Elective | 10214 | Promote an awareness of nutritional principles | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
Elective | 117872 | Read and write fully contracted standard Braille in any one language | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Elective | 115808 | Recount a signed conversation on a simple topic, using South African Sign Language | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Elective | 15220 | Set, monitor and measure the achievement of goals and objectives for a team, department or division within an organisation | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Elective | 115441 | Understand school management and leadership in the South African context | Level 5 | Level TBA: Pre-2009 was L5 | 10 |
Elective | 115435 | Lead and manage a subject/learning area/phase | Level 6 | Level TBA: Pre-2009 was L6 | 12 |
Elective | 115437 | Lead and manage people | Level 6 | Level TBA: Pre-2009 was L6 | 20 |
Elective | 263982 | Manage assessment in a learning organisation | Level 6 | Level TBA: Pre-2009 was L6 | 10 |
Elective | 116810 | Manage assessment in a learning organisation | Level 6 | Level TBA: Pre-2009 was L6 | 10 |
Elective | 116811 | Manage learning at an education, training and development provider | Level 6 | Level TBA: Pre-2009 was L6 | 10 |
Elective | 115439 | Manage policy, planning, school development and governance | Level 6 | Level TBA: Pre-2009 was L6 | 20 |
Elective | 115436 | Manage teaching and learning | Level 6 | Level TBA: Pre-2009 was L6 | 20 |
Elective | 115432 | Mentor school managers and manage mentoring programmes in schools | Level 6 | Level TBA: Pre-2009 was L6 | 12 |
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. |
1. | Asakhe Education Network |
2. | Aubrey Nyiko Business Enterprise cc |
3. | Edu-Build Institute |
4. | HOPE ACADEMIC AND SKILL CENTRE |
5. | KEITSHEPILE TRADING AND PROJECTS |
6. | Montague Education and Training (PTY)Ltd |
7. | Nsovo Learning Academy |
8. | Retshetse Training Project |
9. | SEOPOSENGOE TRAINING CONSULTANCY CC |
10. | South West Gauteng Tvet College |
11. | Tembe Service Providers |
12. | TMG Quality Services |
13. | TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD |
14. | VUWA PROJECTS |
15. | Yellow Media Learning Institute (Pty) Ltd |
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. |