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NATIONAL CERTIFICATE: INCLUSIVE EDUCATION

Updated: Apr 8, 2021

(ID 59429) LEVEL 5 – 140 CREDITS


PROGRAMME OVERVIEW


PURPOSE OF THE QUALIFICATION


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 specialize in inclusion. It also provides opportunities 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


Collaborating with relevant stakeholders and support services to improve learning site practice


Facilitating inclusive learning programmes and developing support programmes


Supporting and guiding learning in inclusive settings to promote learner wellness


Screening for potential barriers and strengths


Assessing the learner needs in order to determine the required level of support


Facilitating accessibility to an enabling inclusive learning environment


Managing administrative functions


RATIONALE OF THE QUALIFICATION


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 recognize 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.


LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING


It is assumed that learners have acquired competence in


Communication, NQF Level 4 or equivalent


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 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.

LEARNING PATHWAYS


FETC: Inclusive Education


National Certificate: Inclusive Education, Level 5


Bachelor: Inclusive Education, Level 6


National Certificate: Inclusive Education, Level 6


National Certificate: Inclusive Education, Level 7


Master: Inclusive Education, Level 8


QUALIFICATION RULES – TOTAL CREDITS 140


Fundamental unit standards : 30 credits

Core unit standards : 83 credits

Elective unit standards : 27 credits


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 maximize 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


PROGRAMME ALIGNMENT


This programme consists of five modules as follows and will be covered over a period of one year:


1. UNDERSTANDING INCLUSIVE EDUCATION SETTINGS


2. FACILITATE ACCESSIILITY AND PROMOTE INCLUSIVITY


3. DETERMINE AND PROVIDE SUPPORT


4. FACILITATE INCLUSIVE LEARNING PROGRAMMES MANAGE ADMINISTRATIVE

FUNCTIONS


5. MANAGE ADMINISTRATIVE FUNCTIONS

NOTIONAL HOUR MATRIX


CONTACT TIME 30%

Theory : 363 Hours (45 Days)


PRACTICAL / WORKPLACE 70%

Practical’s (75%) : 635 Hours (79 Days)

Assessments (25%) : 212 Hours (27 Days)


TOTAL HOURS

1210 Hours (151 Days)


THE COST OF THE COURSE



Registration fees : R 2,000

Workbooks : R 2,000

Course fees : R 2,000 per month for 10 months

Course Fees Total : R 20,000

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