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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Diploma: Orientation and Mobility Practice 
SAQA QUAL ID QUALIFICATION TITLE
67373  National Diploma: Orientation and Mobility 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
2026-06-30   2030-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
49087  National Diploma: Orientation and Mobility Practice for Blind and Partially Sighted Persons  Level 5  Level TBA: Pre-2009 was L5  248  Complete 

This qualification is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
121356  Advanced Occupational Certificate: Orientation and Mobility Practitioner  Not Applicable  NQF Level 06  275  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of the Qualification is to ensure that practitioners are capable of enabling persons who are who are blind or partially sighted to be functionally independent by teaching them effective and appropriate orientation, mobility and skills of daily living. Such life skills will empower people who are blind or partially sighted and promote educational, social and economic inclusivity. The Qualification and its components are suited to train professionals who educate and train, as well as non-professionals such as parents and caregivers who are in contact with persons who are blind or partially sighted. The Qualification provides learners with the competencies to advocate for the necessity of Orientation and Mobility competence for people who are blind or partially sighted.

The qualified learners will support people who are blind or partially sighted to enhance the quality of their lives, promote inclusion in the community and benefit the economy by adding to the competency pool and employability of people who are blind or partially sighted. An O&M Instructor needs to liaise closely with other professionals, particularly in the fields of health, education and social work, and with the client's family members. Qualified learners will be capable of:
  • Understanding O&M fundamental knowledge.
  • Orientating self and travelling whilst experiencing a visual barrier.
  • Facilitating learning for blind and partially sighted persons.
  • Providing support services to blind and partially sighted persons.

    Rationale:

    An Orientation and Mobility (O&M) Practitioner's work in the health and disability sector with people of all ages. O&M clients all have some form of vision impairment. Many have other disabilities too, such as acquired brain injury, hearing loss, intellectual disability and communication difficulties. An Orientation and Mobility Practitioner assesses a client's mobility needs, then develops and delivers individual or group programs which address these needs. O&M Practitioner's monitor clients in dynamic environments, teaching skills and developing concepts which help to increase the client's level of independent travel. They teach the use of specialised aids such as long canes, electronic mobility aids and monoculars.

    This National Diploma in Orientation and Mobility (O&M) Practice at NQF Level 5 will equip qualified learners with the skills and knowledge to facilitate the independence of persons who are blind or partially sighted to enhance their quality of life. There is currently a wide divide between the number of blind and partially sighted persons that require the services of an O&M Practitioner and the number of qualified and available O&M Practitioners. The availability of this Qualification will positively contribute to bridging this divide. While the continued supply of qualified O&M Practitioners is desired, an increased output is the sector goal. This Qualification will serve to provide the opportunity for this goal to be met.

    The services of an O&M Practitioner is vital to the blind and partially sighted persons in the South African society as it enhances the quality of their lives. These services involve a wide range of competencies that relate to daily living such as independence, traveling, use of assistive devices and orientation. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The design and credits of this Qualification are based on the assumptions that learners have already attained the following competencies, before embarking on learning towards this Qualification:
  • Communication at NQF Level 4.

    Recognition of Prior Learning:

    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 is 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 
    A minimum of 240 Credits must be achieved for award of the Qualification:
  • All the Fundamental Component Unit Standards are compulsory (36 credits).
  • All the Core Component Unit Standards are compulsory (173 credits).
  • For the Elective Component learners are required to attain a minimum of 31 Credits.

    The qualifying learner will select one of the following clusters of unit standards related to each stream of learning:

    Life Skills stream comprises the following Elective Unit Standards:
  • 119665: Demonstrate understanding of the concept of human rights and its application in society, Level 5, 12 credits.
  • 15096: Demonstrate an understanding of stress in order to apply strategies to achieve optimal stress levels in a personal or work situation, Level 5, 5 credits.
  • 244570: Demonstrate knowledge and application of efficient study skills, Level 5, 5 credits.
  • 242811: Prioritise time and work for self and team, Level 4, 5 credits.
  • 119662: Describe the relevance of human rights and democratic practices in South African society, Level 4, 8 Credits.
  • 252513: Apply established strategies and procedures to deal with risk behaviour and promote personal wellbeing, Level 4, 3 Credits.
  • 252697: Demonstrate knowledge and understanding of an individual's rights in a specific helping context, Level 4, 3 Credits.
  • 117845: Restore and build relationships in dealing with conflict, Level 5, 8 Credits.
  • 117863: Promote health and wellness in a selected context, Level 4, 2 Credits.
  • 116493: Demonstrate understanding of tolerance in human relations, Level 4, 6 Credits.

    Workplace Skills stream comprises the following Elective Unit Standards:
  • 244585: Coach people with disabilities, Level 5, 15 credits.
  • 244587: Coach employers on creating an enabling work environment for an employee with a disability, Level 5, 10 credits.
  • 244594: Identify and recommend support needs of people with disabilities, Level 5, 8 credits.
  • 244600: Facilitate equitable representation of people with a disability in the workplace, Level 5, 8 credits.
  • 116494: Explain ethical principles for equality of opportunity, Level 5, 6 credits.
  • 116495: Apply ethical principles for practice of non-discrimination, Level 5, 4 credits.
  • 120385: Apply a range of project management tools and techniques, Level 4, 7 Credits.
  • 116928: Manage diversity in the workplace, Level 5, 14 Credits.

    Recreation/Sport stream comprises the following Elective Unit Standards:
  • 10220: Include persons with disabilities in sport, recreation or fitness activities, Level 5, 5 Credits.
  • 244585: Coach people with disabilities, Level 5, 15 Credits.
  • 243299: Adapt available spaces in the community as a sports or fitness facility, Level 4, 5 Credits.
  • 10210: Apply principles of sport and exercise physiology, Level 5, 15 Credits.
  • 14480: Coaching sport to intermediate and/or advanced level performers with disabilities, Level 5, 5 Credits.
  • 254456: Explain the principles of physical activity in the context of sport or fitness, Level 4, 3 Credits.
  • 244594: Identify and recommend support needs of people with disabilities, Level 5, 8 Credits.

    Braille and related services stream comprises the following Elective Unit Standards:
  • 117087: Read & Write Grade One [Uncontracted] Braille, level 4, 12 credits.
  • 117857: Prepare Braille reading readiness, Level 5, 10 Credits.
  • 117872: Read and write fully contracted standard Braille in any one language, Level 5, 15 Credits.
  • 117095: Facilitate optimal functioning for persons who are blind and partially sighted in controlled environments, Level 4, 15 Credits.

    Children/Youth stream comprises the following Elective Unit Standards:
  • 117505: Educate and support parents in childcare, Level 4, 12 Credits.
  • 244485: Design activities to support the development of babies, toddlers and young children, Level 5, 8 Credits.
  • 244475: Observe and report on child development, Level 4, 6 Credits.
  • 13856: Facilitate an inclusive educational environment in ECD settings, Level 5, 12 Credits.
  • 244484: Demonstrate knowledge and understanding of the development of babies, toddlers and young children, Level 4, 8 credits.
  • 230441: Facilitate access to information that impact impacts on youth development, level 5, 7 credits.
  • 230442: Manage youth projects and development processes, Level 5, 15 credits.
  • 230443: Market and promote youth development programmes, Level 5, 8 credits.

    Inclusion Education stream comprises the following Elective Unit Standards:
  • 119763: Design learning events, Level 5, 8 Credits.
  • 10290: Evaluate, select and adapt published learning materials and develop, use and evaluate own supplementary learning aids, Level 5, 12 Credits.
  • 119273: Assist in creating an inclusive environment, Level 4, 4 Credits.
  • 119272: Identify levels of support needed for inclusion, Level 4, 13 Credits.
  • 252491: Analyse and apply legislation, policies, theory and principles to promote inclusion, Level 5, 12 Credits.
  • 252492 Develop inclusive learning programmes to enhance participation of learners, level 5, 10 credits.
  • 252493 Implement an inclusive learning environment, Level 5, 15 credits.
  • 7384 Facilitate an adult learning event, Level 4, 16 credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Understand Orientation and Mobility fundamental knowledge.

    2. Orientate self and travel whilst experiencing a visual barrier.

    3. Facilitate learning for blind or partially sighted persons.

    4. Provide support services to blind and partially sighted persons.

    Critical Cross-Field Outcomes:

    The learner is able to demonstrate ability to:
  • Identify and solve problems in which responses show that responsible decisions using critical and creative thinking have been made in order use a range of strategies to create an inclusive learning and teaching environment for learners who are blind or partially sighted.
  • Work effectively with others as a member of a team, group, organisation or community in order to create an enabling environment for learners experiencing barriers to learning and development.
  • Organise and manage him/herself and his/her own activities responsibly and effectively through professional and ethical conduct and in accordance with organisational processes, procedures and requirements.
  • Collect, organise and critically evaluate information by screening potential barriers and strengths, and assessing the needs of the learners who are blind or partially sighted as well as determining required levels of support and appropriate interventions.
  • Communicate effectively by collaborating with stakeholders and support services on the needs and development of learners who are blind or partially sighted.
  • Use science and technology effectively and safely in facilitating the use of assistive devices for the orientation and mobility of blind or partially sighted persons.
  • Demonstrate an understanding of the world as a set of related systems by understanding the relationship between internal and external support structures and how these impact on the short term interventions and the long term effect on blind or partially sighted persons.
  • Reflect on and explore a variety of strategies to learn more effectively by evaluating strengths and weaknesses which can help to inform future planning and practice.
  • Participate as a responsible citizen in the life of local, national and global communities by contributing towards creating an enabling inclusive setting for blind or partially sighted persons.
  • Demonstrate cultural sensitivity across a range of inclusive settings by applying the principles of human rights and knowledge of inclusivity in order to accommodate different learning styles and strategies. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Stages in the development of children in each domain are described in line with existing theories.
    1.2 Factors that enable the development of children in each domain are identified in line with relevant existing theories.
    1.3 Medical conditions that may cause loss of vision are evaluated in terms of the impact on the individual.
    1.4 Orientation and Mobility intervention programme is developed in relation to medical and other conditions that impact on training.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Environmental information and personal abilities are assessed in order to orientate self in a controlled environment.
    2.2 Orientation plan is developed, implemented and evaluated in relation to a specific context and organisational procedures.
    2.3 Sighted guide techniques are applied in accordance with client needs and ability as well as Orientation and Mobility practice.
    2.4 Pre-cane mobility techniques and adaptations are applied in accordance with client needs and ability as well as Orientation and Mobility practice.
    2.5 Cane techniques and adaptations are applied in accordance with client needs and ability as well as Orientation and Mobility practice.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Facilitation is planned, implemented and evaluated in line with selected methodologies associated with blind or partially sighted persons.
    3.2 The impact of barriers to learning and development is analysed in relation to the learning process.
    3.3 An inclusive learning programme is planned, implemented and evaluated in relation to facilitation of blind or partially sighted persons.
    3.4 Daily living skills programme is facilitated in line with the developed programmes and individual requirements.
    3.5 Techniques and adaptations used to enhance visual functioning is facilitated according to client needs and preference.
    3.6 Travel through a complex route is facilitated using techniques to enhance functional use of vision for persons experiencing low vision.

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1 Maps are planned, constructed and used to facilitate safe and optimal travel along specific routes.
    4.2 Supportive techniques, basic assistive devices and adaptations are applied according to individul and/or group requirements.
    4.3 Advocacy plans are developed and implemented in collaboration with relevant stakeholders in relation to a specific campaign.
    4.4 Referral process is implemented in consultation with the service provider, client and other stakeholders according to organisational procedures.
    4.5 A counselling process to counsel an individual is implemented and evaluated using appropriate skills and techniques according to organisational procedures.

    Integrated Assessment:

    The assessment criteria of the unit standards are performance-based, assessing applied competence rather than only knowledge, or skills. In addition, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to the environmental conditions in occupational contexts, to qualify. Evidence is required that the learner is able to achieve the exit level outcomes of the Qualification as a whole and thus its purpose, at the time of the award of the Qualification. Workplace experience can be recognised when assessing towards this Qualification. 

    INTERNATIONAL COMPARABILITY 
    Most orientation and mobility Qualifications are delivered in the United Kingdom and the United States of America. South Africa is the only African country with recorded orientation and mobility training.

    In the United Kingdom, a two-year Diploma in Higher Education in Rehabilitation Studies is the equivalent of this South African Qualification. It contains an equivalent number of credits (240 credits) at the same level as this Qualification. Competencies addressed in the Qualification are equivalent with the exception of the United Kingdom Qualification addressing competencies related to the management of leisure and recreation, counselling/interpersonal skills (the South African Qualification requires referral to professionals such as psychologists) and reading and writing Grade 2 Braille. The equivalent competencies include (for 20 credits each):
  • Communications.
  • Independent Living Skills.
  • Orientation and Mobility.
  • Social Studies/Client Assessment.
  • The Eye and Low Vision/Audiology.
  • Teaching and Learning.
  • Multiple Disability/Dual Sensory Loss (this is an elective in the South African Qualification).

    The Qualification includes two practice placements. The South African Qualification addresses advocacy, research, travel and orientation through controlled environments whilst experiencing a visual barrier, and business development (elective) competence, not included in the United Kingdom Qualification.

    The New Zealand framework has a Post Graduate Diploma in Rehabilitation specialising in rehabilitation of the visually impaired (Orientation and Mobility). The Qualification is shorter than the South African Diploma, as it consists of the equivalent of 160 credits, including a practice placement. The Qualification includes:
  • Theory and Practice in Rehabilitation.
  • Education and Rehabilitation of the Visually Impaired.
  • Adaptive Communication and Activities of Daily Living.
  • Orientation and Mobility.

    The South African Qualification addresses all the above components, and also advocacy, travel and orientation through controlled environments whilst experiencing a visual barrier, specialisation in orientation and mobility training for children (elective) and business development (also elective).

    In the United States of America, a degree (equivalent to South African NQF Level 6) and a Master of Arts in Rehabilitation of the Blind specialising in Orientation and Mobility is offered (equivalent to South African NQF Level 7), that is longer than the South African Qualification (between 300 and 360 credits) and includes an internship. The Masters Qualification (closer equivalent to the South African Qualification) includes:
  • Orientation and mobility instruction.
  • Rehabilitation teaching.
  • Blindfold simulation classes.
  • An introduction to rehabilitation.
  • Medical Aspects of Blindness and Associated Disabilities.
  • Psychological Aspects of Disability.
  • Low Vision Implications.
  • Introduction of Methods of Mobility.
  • Principles of O&M.
  • Introduction to Research (elective).
  • Managing the Learning Environment.
  • Techniques of the Counselling Interview.
  • Advanced Methods of Mobility.

    The South African Qualification appears to be equivalent-except for rehabilitation teaching and counselling-and addresses competencies not included in the above Master of Arts, such as advocacy, business development, communication, and specialising in training of children.

    The Australian equivalent offering is the Graduate Diploma in Orientation and Mobility as offered at La Trobe University, Victoria. The duration of the programme on a full-time basis is one year. Students complete 70 hours compulsory placement mid-year. A voluntary internship (180 hours) is undertaken after completion of Semester 2. Students are eligible to graduate without completing this internship, but it is a requirement of the Orientation and Mobility profession in Australia.

    Units of learning include:
  • Retinal Disorders 15.
  • Management Rehabilitation 15.
  • Theory of Orientation and Mobility A 15.
  • Orientation and Mobility Methods A 15.
  • Neurosciences A 5.
  • Anterior Segment 15.
  • Theory of Orientation and Mobility B 15.
  • Orientation and Mobility Methods B 15.
  • Elective 10+.

    This list of learning units suggest a similarity with the South African unit standards on medical conditions, daily living skills, orientation, mapping, assistive devices and facilitation. However, the South African Qualification goes beyond the essentials of Orientation and Mobility to include competencies required to function in an organisation and to provide support services.

    Conclusion:

    All the Qualifications compared include the fundamental knowledge of medical conditions that impact on the blind and partially sighted as well as the essential elements of Orientation and Mobility such as independence training, orientation, mobility or travel, low vision, supportive techniques and assistive devices. The South African Qualification differs from these international equivalents in that it goes beyond the narrow focus of the O&M Practitioner to include the competencies to provide a wider array of support services such as advocacy, counselling and referrals. 
    		•

    ARTICULATION OPTIONS 
    The National Diploma in Orientation and Mobility Practice, Level 5 lends itself to both vertical and horizontal articulation. Examples of horizontal articulation:
  • ID 49277: National Diploma in Braille Practice, Level 5.
  • ID 59429: National Certificate: Inclusive Education, Level 5.

    Examples of vertical articulation:
  • ID 50330: Bachelor: Occupationally Directed Education Training and Development Practices, Level 6.
  • ID 12159: Advanced Diploma: Hearing Aid Acoustics, Level 6. 
    		•

    MODERATION OPTIONS 
    Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with SAQA requirements. The ETQA is responsible for moderation of achievements of learners who meet the requirements of this Qualification. Particular moderation and accreditation requirements are:
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA. Providers offering learning towards achievement of any of the unit standards that make up this Qualification must also be accredited through the relevant ETQA accredited by SAQA.
  • The ETQA will oversee assessment and moderation of assessment according to their policies and guidelines for assessment and moderation, or in terms of agreements reached around assessment and moderation between the relevant ETQA and other ETQAs and in terms of the moderation guideline detailed here.
  • Moderation must include both internal and external moderation of assessments for the Qualification, unless the relevant ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in Unit Standards as well as the integrated competence described in the Qualification.
  • Internal moderation of assessment must take place at the time of assessment of competence, with external moderation provided by a relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.
  • Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessment of learner achievements is conducted by 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. 

    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. 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. This qualification replaces qualification 49087, "National Diploma: Orientation and Mobility Practice for Blind and Partially Sighted Persons", Level 5, 248 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  119273  Assist in creating an inclusive environment  Level 4  NQF Level 04  4 
    Core  260379  Assist with planning and implementing advocacy campaigns for primary health care  Level 4  NQF Level 04  10 
    Core  252512  Counsel an individual in a structured environment  Level 4  NQF Level 04  12 
    Core  246529  Demonstrate knowledge and understanding of assessment in a learning environment  Level 4  NQF Level 04  3 
    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  264955  Demonstrate understanding of specific medical conditions that impact on the planning of independence training programmes for blind and partially sighted persons  Level 5  Level TBA: Pre-2009 was L5  12 
    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  264956  Develop daily living skills to enhance independence in blind and partially sighted persons  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  264958  Enhance visual functioning of persons with low vision to improve quality of life  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  10289  Facilitate a programme of learning  Level 5  Level TBA: Pre-2009 was L5  24 
    Core  264934  Map aspects of the environment for persons who are blind and partially sighted  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  264954  Orientate self to the environment whilst experiencing a visual barrier  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  244610  Refer a person with a disability to specialised services  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  264935  Travel through environments whilst experiencing a visual barrier  Level 5  Level TBA: Pre-2009 was L5  15 
    Fundamental  263936  Apply knowledge of issues of diversity in a specific South African context  Level 5  Level TBA: Pre-2009 was L5  5 
    Fundamental  264937  Demonstrate understanding of communication methods for blind or partially sighted persons  Level 5  NQF Level 04  15 
    Fundamental  252027  Devise and apply strategies to establish and maintain workplace relationships  Level 5  Level TBA: Pre-2009 was L5  6 
    Fundamental  117876  Write reports regarding learner progress  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  243299  Adapt available spaces in the community as a sports or fitness facility  Level 4  NQF Level 04  5 
    Elective  120385  Apply a range of project management tools and techniques  Level 4  NQF Level 04  7 
    Elective  252513  Apply established strategies and procedures to deal with risk behaviour and promote personal wellbeing  Level 4  NQF Level 04  3 
    Elective  252697  Demonstrate knowledge and understanding of an individual's rights in a specific helping context  Level 4  NQF Level 04  3 
    Elective  244484  Demonstrate knowledge and understanding of the development of babies, toddlers and young children  Level 4  NQF Level 04  8 
    Elective  116493  Demonstrate understanding of tolerance in human relations  Level 4  NQF Level 04  6 
    Elective  119662  Describe the relevance of human rights and democratic practices in South African society  Level 4  NQF Level 04  8 
    Elective  117505  Educate and support parents in childcare  Level 4  NQF Level 04  12 
    Elective  254456  Explain the principles of physical activity in the context of sport or fitness  Level 4  NQF Level 04  3 
    Elective  7384  Facilitate an adult learning event  Level 4  NQF Level 04  16 
    Elective  117095  Facilitate optimal functioning for persons who are blind and partially sighted in controlled environments  Level 4  NQF Level 04  15 
    Elective  119272  Identify levels of support needed for inclusion  Level 4  NQF Level 04  13 
    Elective  244475  Observe and report on child development  Level 4  NQF Level 04  6 
    Elective  242811  Prioritise time and work for self and team  Level 4  NQF Level 04  5 
    Elective  117863  Promote health and wellness in a selected context  Level 4  NQF Level 04  2 
    Elective  117087  Read and write Grade 1 (Uncontracted) Braille  Level 4  NQF Level 04  12 
    Elective  252491  Analyse and apply legislation, policies, theory and principles to promote inclusion  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  116495  Apply ethical principles for practice of non-discrimination  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  10210  Apply principles of sport and exercise physiology  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  244587  Coach employers on creating an enabling work environment for an employee with a disability  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  244585  Coach people with disabilities  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  14480  Coaching sport to intermediate and/or advanced level performers with disabilities  Level 5  Level TBA: Pre-2009 was L5  5 
    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  244570  Demonstrate knowledge and application of efficient study skills  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  119665  Demonstrate understanding of the concept of human rights and democracy and its application in society  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  244485  Design activities to support the development of babies, toddlers and young children  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  119763  Design learning events  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  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 
    Elective  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 
    Elective  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 
    Elective  116494  Explain ethical principles for equality of opportunity  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  230441  Facilitate access to information that impacts on youth development  Level 5  Level TBA: Pre-2009 was L5  7 
    Elective  13856  Facilitate an inclusive educational environment in ECD settings  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  244600  Facilitate equitable representation of people with a disability in the workplace  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  264936  Facilitate optimal functioning for persons who are blind and partially sighted in controlled environments  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  264957  Facilitate the development of quality of life skills of children who are blind and partially sighted  Level 5  Level TBA: Pre-2009 was L5  20 
    Elective  244594  Identify and recommend support needs of people with disabilities  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  252493  Implement an inclusive learning programme using differentiated techniques  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  10220  Include persons with disabilities in sport, recreation or fitness activities  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  116928  Manage diversity in the workplace  Level 5  Level TBA: Pre-2009 was L5  14 
    Elective  230442  Manage youth projects and development processes  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  230443  Market and promote youth development programmes  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  117857  Prepare Braille reading readiness  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  117872  Read and write fully contracted standard Braille in any one language  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  117845  Restore and build relationships in dealing with conflict  Level 5  Level TBA: Pre-2009 was L5  8 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    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. South African Guide-Dogs Association for the Blind 


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