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 THAT HAS PASSED THE END DATE: 

Facilitate compliance to relevant legislation impacting on disability employment practice 
SAQA US ID UNIT STANDARD TITLE
244617  Facilitate compliance to relevant legislation impacting on disability employment practice 
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  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
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 
This Unit Standard provides learners, in particular disability employment practice, with competencies that will enable them to understand the legislative environment impacting on disability. The current legal regulatory framework places some very real constraints on employers, and therefore competencies gained will ensure legislation is understood in terms of compliance requirements and the implementation of policies and procedures to ensure compliance.

Learners will gain knowledge into legislation and the application thereof in various contexts. Legislative requirements and policy frameworks inform and shape the practices of the employment of people with a disability. Learners will serve to ensure compliance, inclusive practices and policy amendments relating to the needs of people with disabilities.

A qualified learner is capable of:
  • Explaining the legislation making up the disability legal and policy framework in South Africa.
  • Producing policies and procedures relevant to disability employment practice.
  • Identify and apply the disability legal and policy framework to given scenarios. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication at NQF Level 4. It is also recommended that learner's are competent in computer literacy at NQF Level 2 or equivalent. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the legislation making up the disability legal and policy framework in South Africa. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Labour-related, disability-related and human rights-related legislation is explained in the employment context. 

    ASSESSMENT CRITERION 2 
    The disability policy environment is analysed to establish the intention of the legislation and the objectives set for employment of people with a disability. 

    ASSESSMENT CRITERION 3 
    The Codes of Good practice are explained in order to establish their functionality within the legislative environment. 

    ASSESSMENT CRITERION 4 
    The disability legal and policy framework constraints are identified with examples. 

    SPECIFIC OUTCOME 2 
    Produce policies and procedures relevant to disability employment practice. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Anti-discriminatory and labour legislation compliant policies and procedures are developed to address equality and diversity issues relating specifically to disability. 

    ASSESSMENT CRITERION 2 
    Gaps in existing policies and procedures are identified and recommendations made according to disability employment legislation and best practice. 

    ASSESSMENT CRITERION 3 
    Reasonable adjustments with respect to people with a disability are understood and linked to job specific performance. 

    ASSESSMENT CRITERION 4 
    A monitoring and evaluation tool is developed to measure the impact of the policies and procedures. 

    SPECIFIC OUTCOME 3 
    Identify and apply the disability legal and policy framework to given scenarios. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The disability legal and policy framework is applied to a specific workplace scenario against a set of specific criteria and requirements. 

    ASSESSMENT CRITERION 2 
    A range of policies and procedures are analysed in terms of good practice requirements and the framework above. 

    ASSESSMENT CRITERION 3 
    The various rights of people with a disability are identified within a given scenario and explained in the workplace context. 

    ASSESSMENT CRITERION 4 
    The impact of not meeting people with a disabilities needs within the workplace within the legal context is explained with examples. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant ETQA, or with an ETQA that has a Memorandum of Understanding 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, or with an ETQA that has a Memorandum of Understanding with a relevant ETQA.
  • Moderators must be registered assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Define legislation and policy framework.
  • Codes of good practice.
  • Rights of people with disabilities in the workplace.
  • Information storage and formats. 
    		•

    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 identified services are prioritised according to suitability and effectiveness. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when networking with service providers meets agreed communication, support and intervention needs, information of referral meets service provider requirements, and assistance in interpreting reports or results is accessed where relevant and from appropriate sources. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when agreed processes to manage referrals are adhered to, and given legal, ethical and professional requirements are adhered to, and seek advice where necessary. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information for identifying and using specialised services according to scope of practice. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when reasons for referral are presented and recording of referral information meets specified requirements and findings are presented to all relevant stakeholders. 

    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 to assess relevance of services in terms of identified needs. 

    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, 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 to enable evidence to be gathered 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  58802   National Diploma: Disability Employment Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  SABPP 


    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.