71751

LEARNING UNIT: 71751-General Education and Training
Certificate: Adult Basic Education and Training

CREDITS: 120
NQF LEVEL: -01
LEARNER GUIDE
Life Orientation-Vocational Specialisations
UNIT STANDARD: THE LEARNER IS ABLE TO COMMUNICATE EFFECTIVELY

BY USING VERBAL AND NON-VERBAL COMMUNICATION METHODS.
SAQA ID: 14661
NQF LEVEL: 01
CREDITS: 03
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Learner Guide
TABLE OF CONTENT
Purpose ................................................................................................................................... 9
Specific Outcomes .................................................................................................................... 9
Assessment Criteria ................................................................................................................. 10
To qualify................................................................................................................................ 10
What is a credit? ...................................................................................................................... 10
Recognition of Prior Learning (RPL) ............................................................................................ 11
Range of Learning .................................................................................................................... 11
Learner Support Pack ............................................................................................................... 11
Responsibility ......................................................................................................................... 12
Learner Support ....................................................................................................................... 12
Assessment ............................................................................................................................ 13
Introduction ............................................................................................................................ 23
Laws governing citizenship ..........................................................................................................................23
Bills .............................................................................................................................................................23
What does South African citizenship mean? ................................................................................................23
Citizenship problems ...................................................................................................................................24
South Africa's citizenship law ..................................................................................................... 25
Citizenship by birth ......................................................................................................................................25
Citizenship by descent (Not born in South Africa) ........................................................................................26
Adoption of child born outside of South Africa ..............................................................................................26
Citizenship by naturalisation ........................................................................................................................27
How can a person lose South African citizenship? .......................................................................................27
Dual citizenship ...........................................................................................................................................28
Demonstrate knowledge of self in order to understand one`s identity and role within the immediate
community and South African society
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Relative's Permit .........................................................................................................................................29

Permanent residence through first step of kinship: .......................................................................................29
WORKING FOR CHANGE ......................................................................... 49

What women with disabilities can do ...............................................................................................................49
Finding security in the market ..................................................................................................................50
Olympic-level athletes .............................................................................................................................50
Bowler dispels myths ...............................................................................................................................51
You can also help community groups: .........................................................................................................52
Educating people to get access ...............................................................................................................53
Nurture confidence ..................................................................................................................................54
You can develop many skills ....................................................................................................................55
Early assistance ..........................................................................................................................................55
Start a support group for parents of disabled children ..................................................................................55
What communities can do ...............................................................................................................................56
Education ....................................................................................................................................................57
Make communities accessible for everyone .................................................................................................57
Getting the government to make changes ................................................................................................59
Making access possible ...........................................................................................................................60
Making a city accessible ..........................................................................................................................61
Taking action ...............................................................................................................................................63
Providing resources for change in Uganda ...............................................................................................63
Women make change happen in El Salvador ...........................................................................................64
Private welfare and service organisations ..................................................................................... 64
Child and Family Welfare Society ....................................................................................................................64
Family and Marriage Society of South Africa (FAMSA) ....................................................................................65
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National Institute for Crime Prevention and Rehabilitation of Offenders (NICRO) .............................................65
Communities are stronger when everyone is included .................................................................................66
UNIT STANDARD
UNIT STANDARD NUMBER:
14661
LEVEL ON THE NQF:
01
CREDITS:
03
FIELD:
Field 07 - Human and Social Studies
Sub Field:
People/Human-Centred Development
PURPOSE:
This unit standard is for any learner who

needs to make informed life decisions based
on knowledge of his/her own personal
qualities, needs, goals and role in the
immediate community and South African
society.
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Learner information
Details
Please Complete details
Name of learner
Name of Mentor
Type of Business
Facilitator
Date started
Date of completion and assessment
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Learner Guide
Notes to the Learner
Dear Learner,
Welcome to this Learning Programme. We trust that this Learning Programme will
be of great value to you during your studies and in your future career.
To succeed in anything in life requires a lot of hard work.
It will be expected of you to work through this study guide with a great deal of
attention. It provides you with information on how to work through the material,
details exactly what will be expected of you and what objectives you need to
achieve during the study of this Learning Programme. You will have to:
Complete your assignments with dedication and submit them in time.

Complete the self study sections for your own benefit. The self study sections
provide you with the opportunity to practice what you have learnt.
Act as adult learners.
6
The theory you are learning helps you to understand why you are doing things in
a specific way. It also gives you a way to compare what you are doing to the way
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Learner Guide
The Learning approach will be:
Constructive
The learning content
will be to your benefit.
Active
You
have
to
participate
and
complete tasks.
Goal Oriented
Cumulative
Certain goals have to

be met to complete
the
qualification
competently.
The learning content

builds on your existing
experience.
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Learning is a (1) active, (2) constructive, (3) cumulative and (4) goal-directed process.
The result of this is that you as learner will have to do the following:
Actively participate in the learning process.
Be constructive and actively convert your learning by integrating the new knowledge and skills
you gain in this learning programme with previous experience.
The cumulative character of learning implies that we need to build new knowledge and skills
into you existing knowledge and skills. Therefore, your have to resort and refer to what you
already know to ensure that this learning programme is of value to you.
You also have to be goal-directed. Work according to and achieve the learning programme
objectives as well as your personal learning objectives. Know what the learning programs
objectives are!
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Learner Guide
Learner Guide Introduction
Purpose
The purpose of this unit standard is to facilitate learning and to ensure

that learners are able to cope with learning in the context of
learnerships, skills programmes and other learning programmes. Many
adult learners in the FET band have not been in a learning situation for
a long time, and need learning and study strategies and skills to enable
successful progression. Learners competent at this level will be able to
deal with learning materials, to access and use useful resources, to
seek clarification and help when necessary, and apply a range of
learning strategies. They do this with an understanding of the features
and processes of the workplaces and occupations to which their
learning programmes refer.
Specific Outcomes
Specific outcomes describe what the learner has to be able to do

successfully at the end of this learning experience.
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Assessment Criteria
Learner Guide
The only way to establish whether a learner is competent and has

accomplished the specific outcomes is through the assessment
process.
Assessment involves collecting and interpreting evidence
about the learners ability to perform a task.

This Learning Programme includes assessments in the form of selfassessments, group exercises, quizzes, projects and a practical training
programme whereby you are required to perform tasks on the job. You
are also expected to collect a portfolio of evidence, signed by your
supervisor that you have successfully performed these tasks.
To qualify
To qualify and receive credits towards your qualification, a registered

assessor will conduct an evaluation and assessment of your portfolio of
evidence and competency.
What is a credit?
A credit is the formal recognition that you have the necessary

knowledge, skills and understanding in a particular field of study. One
(1) credit = 10 notional hours of learning. Notional hours are time
spent on homework, assignments, practicing on the job, classroom
time, or any other time spent to become competent in the particular
standard or qualification.
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Recognition of Prior RPL is a way of recognising what you already know and can do. You
Learning
can receive recognition of existing competency regardless of where,
(RPL)
how and when it was acquired.

For RPL assessment, you need to submit evidence of a skill or
experience.
This can be done by compiling a portfolio, being
interviewed, giving a practical demonstration, completing a project, or

by writing a formal test.
Range of Learning
This describes the situation and circumstance in which competence

must be demonstrated and the parameters in which the learner
operates.
Learner
Pack
Support Every learner will receive at least the following resources during this
Learning Programme:
Learner Guide.
Learner Workbook.
The learner workbook must be used in conjunction with this learner

guide for developmental and formative assessment activities.
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Responsibility
Learner Support
Learner Guide
The responsibility of learning rests with you, so . . .
Be proactive and ask questions.
Seek assistance and help from your facilitator, if required.
Please remember that as the programme is outcomes based this

implies the following:
a) You are responsible for your own learning. Make sure you
manage your study, research and portfolio time responsibly.
b) Learning activities are learner driven. Make sure you use the
learner guide and workbook in the manner intended, and are
familiar with the portfolio guide requirements.
c) The facilitator is there to reasonably assist you during contact,
practical and workplace time of this programme make sure
that you have his/her contact details.
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Assessment
Learner Guide
How will I be prepared for assessment?

During the programme developmental activities will be conducted to
assist you in preparing for final assessment. For your own benefit,
make sure that you participate fully in all the developmental and
formative assessment activities!
What will I finally be required to do for assessment?
Final assessment will be conducted on the following submission of
evidence:
Knowledge questionnaire.
Portfolio of evidence.
Structured interview.
What will be assessed in the above?

All assessments are conducted strictly in accordance with the unit
standard requirements. Assessment is a way of measuring what you
know and are able to do. When you have learnt something, you should
be able to apply what you have learnt. You may be assessed when you
are sure that you are ready to be assessed. If you do not achieve the
standard the first time, you can be coached or trained further and then
be assessed again later. You will be assessed in a number of ways
and at regular intervals. You will also sit a formal examination at the
end of your studies.
When do I start preparing for assessment?
Right from the start make sure you are familiar with the assessment
guide/portfolio guide, and start preparing and collecting evidence from
the onset of the programme.
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Formative Assessment
In order to gain credits for this programme you will need to show an assessor that you are
competent in the unit standard. The activities in this programme are designed not only to
bring about your competence but also to prove that you have mastered competence. You are
required to create a file called your portfolio of evidence (POE) to show your assessor that
you have mastered the outcomes of the unit standard. Where you see the POE icon, you
must remove the worksheet from your learner guide and place it in your POE.
Summative assessment
Not all the specific outcomes will be formatively assessed during the programme or in the
workplace. The objective is to create independent and self-sufficient learners. This means
that you will also be required to do independent research and assignments outside the
training room. This work will also need to be presented in your POE. Your assessor and you
will conduct a pre assessment meeting to discuss the assessment process and how you will
collect evidence of your competence. When you are ready, you will advise your assessor that
you are ready for the assessment. The summative assessment activities are indicated at the
end of the learning guide. If your summative assessment is conducted using observation,
role plays or verbal assessment, place a signed copy of the checklists, once completed by the
assessor/assessment panel, in your POE.
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Learner Guide
Duration of Programme
The total proposed duration of this programme is as follows
Unit Standard
Theoretical Learning (30%)
Workplace Learning (70%)
Total
Hours
No
Time/Notional Hours
14661
Time/Notional Hours
30
Learning Path for a Unit Standard
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Demonstrate knowledge of self in order to understand one`s

Unit Standard Title: identity and role within the immediate community and South
African society
Level: 01
Credits: 03
Assessment
Learning
Summative
Formative / Continuous Assessment
Assessment
Theory
Reading,
General
Self
End of
input
research
Exercises
assess
Module
hours of
(provide
, on-the-
ment
Summati
notional
policies,
job
Exercis
ve
learning
reading)
applicati
assessm
activities for
on
Portfolio of
Evidence
ents
8 hours
10hours
5 hours
5 hours
2hours
30
Compilation of Portfolio of Evidence
Complement
ary
workplace
practices
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Three different categories of assessment are required as reflected in the table below:
Tasks and Activities
Independent Research
Summative Assessment
Mainly formative
Could be formative or
Pen and Paper type test.
assessment validated by
summative assessment
the training facilitator or the
validated by the training
line manager.
facilitator and learner, for

example:
Classroom-generated
Integrate skills, knowledge,

values and attitudes (SKVA).
Set by the training provider.
The length of the test should
Interviews
be relative to the number of
used for Recognition of
Surveys
credits allocated to the unit
Prior Learning)
Research Assignments
standard, for example 30 to
Workplace (could be
60 minutes maximum for a 2credit standard.
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ICONS
Icons
Type of assessment
Description
Formative knowledge
This comprises of questions
assessment:
to assess your knowledge.

You must obtain at least
80% in each assessment
criterion.
Self-reflexive assessment
You will be required to

answer a few reflexive
questions.
Teamwork Self-Assessment
After you completed this
Form
course, you will be required

to assess your own
behaviour regarding team
work.
Work place experience

to assess your own
behaviour regarding work
experience.
Project research

to assess your own
behaviour regarding
reseach.
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Instruction key
We will use the instruction key icons below. Pay attention to these icons.
Take note
Definition
Example
Demonstrate knowledge of self in order to understand one`s identity and role within the
immediate community and South African society
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Learning Map
Module: 01Understand the basic

meaning of personal
identity.
Module:02Demonstrate an
understanding of the
value of self.
Module:03-Identify
personal role in the
immediate
community.
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UNIT: 14661 Demonstrate knowledge of self in order to understand one`s identity

and role within the immediate community and South African society
The assessment should ensure that all the specific outcomes, critical cross -field
outcomes, and essential embedded knowledges are assessed
Competencies
Essential
embedded
1. The learner is able to identify training and educational needs and

opportunities linked to his/her own needs and personal goals.
Knowledge of:
2. The learner is able to explore education opportunities when
identifying training in relation to personal development.
Skills to:
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Module: 1- Understand the basic meaning of personal identity.
Specific Outcome
On completion of this section you will be able to: Understand
the basic meaning of personal identity.
Assessment Criteria
The term identity is explained with examples (SO 1, AC 1)
Unique personal qualities are discussed based on selfassessment. (SO 1, AC 2)
Personal characteristics are identified which help to promote
positive self-esteem and self-image. (SO 1, AC 3)
The relationship between self-esteem and self-concept is
explained in simple clear terms. (SO 1, AC 4)
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1.1 The term identity is explained with examples (SO 1, AC 1)
Introduction
To be a citizen of a country means that you belong to that country and have the right to live
there. A country must protect its citizens if they need help when they are travelling in other
countries. Citizenship is a very important thing and people value it highly.
Laws governing citizenship
Children's Act No.38 of 2008
Immigration Act No. 13 of 2002
Refugees Act No 130 of 1998
South African Citizenship Act No. 88 of 1995,
South African Citizenship Amendment Act No.17 of 2010
Bills
Refugees Amendment Bill, 2010
There are a number of laws due for reform and undergoing reform, which may change the
requirements described in this chapter.
What does South African citizenship mean?
In South Africa our Bill of Rights gives many rights to 'everyone', but keeps certain rights for
citizens only. If you are a citizen of South Africa you have the right to:
vote
stand as a candidate in elections
live in any area in South Africa
choose your trade, occupation or profession
be given a South African passport for travel to other countries
come into South Africa even if you have lived somewhere else for a long time
None of these rights apply to people who are not South African citizens, even if they have
lived legally in this country for very many years.
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The government can pass laws which give those rights to non-citizens. For example, some
people who were not citizens were allowed to vote in the 1994 election. But it is not a right
which is protected in the constitution for non-citizens, so government can also pass a law
which takes the vote away from them.
People who are not citizens must have permission to enter South Africa. If they want to
stay, they must get a permit to live here.
Citizenship problems
Problems are usually experienced by people who are having difficulties in getting a first
Identity Document (ID). Very often it is because their citizenship is being questioned by the
Department of Home Affairs. ID books are only issued to citizens and to those non-citizens
who have been given a permit to stay permanently in South Africa.
If the person does not have a birth certificate or good proof of being born in South Africa,
they will be asked to bring all sorts of information about their parents, their schooling and so
on.
WARNING: Anyone giving advice must be very careful when dealing with citizenship
problems.
IF A MISTAKE IS MADE IT MAY MEAN THAT A CLIENT'S CASE IS RUINED AND
CANNOT BE PUT RIGHT.
Advice givers can assist a person to collect all the right proofs and documents but should
then refer the case to a Law Clinic, or public interest law firm such as the Legal Resources
Centre, before doing anything else.
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1.2 Unique personal qualities are discussed based on self-assessment. (SO 1,

AC 2)
South Africa's citizenship law

There are three ways in which a person can be a citizen:
by birth
by descent
by naturalisation
Citizenship by birth and descent are legal rights for anyone who can prove the facts of birth
and parentage.
Citizenship by naturalisation is not a legal right. It can be granted or refused by the Minister
of Home Affairs.
Citizenship by birth
A person has to prove the place where he or she was born and the date of birth.
The place must be a place within South Africa.
Proving a birth can be very difficult if there is no birth certificate, or if the person was not
born in a hospital or clinic. We have to think hard with the client about what kind of proof
might be available.
Documents which can help are:
A baptismal certificate which was issued soon after the person was born.
Churches usually keep a baptismal record and can issue a duplicate if the original is
lost.
clinic cards or school reports
an affidavit from the Chief of the area where the child was born, or from another
respected person in the community, who has known the family for a long time and
knows the child was born there
an affidavit from the owner of the property where the child was born
an affidavit from the mother's employer at the time of the birth
an affidavit from the person's older sister or brother who already has an ID and
is accepted as a South African citizen
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Affidavits can be made by people who helped the mother at the birth or who were
neighbours at the time of the birth. However the Department of Home Affairs is not easily
satisfied if the only proof is affidavits so try to find some other kind of documents which can
be attached to the affidavits.
One parent is a South African and the other parent is a foreign national
In terms of the South African Citizenship Act (No. 88 of 1995) a child born in South Africa to
parents where one was either a South African citizen or a South African permanent
residence holder at the time of the child's birth, and the other parent is a foreign national,
will be a South African citizen by birth in the case of births from 6th October 1995 when the
Act came into operation. The position before that was governed by the South African
Citizenship Act of 1949 which contained a wide range of different requirements over the
years. To determine a person's claim to South African Citizenship in respect of births in that
era, a person usually needs to complete a BI-529 (Determination of Citizenship Status).
Both parents are foreign nationals
A child who is born in South Africa, from parents who are foreign nationals, will get the
citizenship of their parents. However, at the age of 18 a child who is born in South Africa,
where both parents are foreign nationals, can apply for citizenship by birth.
Adopted Child
Foreign children who are born in South Africa and legally adopted by a South African citizen
are governed in terms of the Children's Act of 38 of 2005 and their birth is registered in
South Africa. This means they will have citizenship of South Africa by birth.
Citizenship by descent (Not born in South Africa)
This makes provision for South African citizenship for children born outside South Africa.
If one of the child's parents is a South African citizen the child has a right to South African
citizenship IF that parent registers the birth at the nearest South African embassy or
consulate, or sends the proof of the birth to the Department of Home Affairs in Pretoria.
Adoption of child born outside of South Africa
The Children's Act makes provision for people to adopt, and children who are legally
adopted by a South African citizen, will qualify for citizenship through descent.
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REMEMBER that citizenship by birth or descent can also be given to children who
are legally adopted. They become the 'own' child of the new parents and the rules
about their citizenship are the same as for children born to their natural parents. BUT
the adoption must be a legal one and agreed to by a court. If children are born to
foreign nationals and are legally adopted by a South African citizen the child would
be granted citizenship.
Citizenship by naturalisation
Naturalisation is the granting of citizenship to someone who has come to South Africa from
abroad and stayed in this county for some time.
If a person is a citizen of another country but wants South African citizenship she or he can
apply to the Minister of Home Affairs for Citizenship. According to the Eighth Amendment
Act of the Regulations in terms of the South African Citizenship Act (1995) that came into
operation on 1 April 2003, a fee may be charged for the duplication of the certificate.
These are the conditions that the person must fulfil when applying for citizenship:
must be over the age of 21
must have a permanent residence permit to live in South Africa
must have lived in South Africa as a permanent resident for at least one year's
ordinary residence immediately prior to the application for naturalisation
After acquiring permanent residency have an additional 4 years of physical

residence in the country during the 8 years prior to the naturalisation. This does not
include the one year mentioned above
if married to a South African spouse, must have two years of permanent residence
and two years of marriage to the South African spouse before submitting the
application
must be able to communicate in one of our official languages
must be of good character
must be knowledgeable of responsibilities of being a South African citizen
BUT this application for citizenship can be refused by the Minister even if the person seems
to fulfil all the conditions. It is regarded as a privilege not a right.
How can a person lose South African citizenship?
South African citizenship cannot be taken away from anyone unless that person also has
the citizenship of another country. If that person acquires citizenship of another country, he
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or she will lose their South African citizenship unless they apply to retain it before acquiring
foreign citizenship and paying the required fee.
A person can lose South African citizenship by:
getting the citizenship of another country unless the reason for that is a marriage to
a citizen of the other country
by renouncing the South African citizenship voluntarily
by serving in the armed forces of another country while that country is at war with
South Africa
by using the passport of another country without the Minister's permission
by voting in another country's elections
if the certificate of naturalisation was obtained by means of fraud or false
OR
representation
if the certificate was issued in conflict with the provisions of the Act
in the case of South African dual citizenship, the citizen has been sentenced to
imprisonment for 12 months or more
if the minister is satisfied that it is in the public's interest that such a citizen shall
cease to be as a South African citizen
Anyone who complains that their South African citizenship has been taken away
MUST be referred to a lawyer.
Dual citizenship
A South African citizen cannot have dual citizenship, in other words, be a citizen of two
countries at the same time. The original citizenship will automatically be cancelled if a
person is granted citizenship of another country. However, a South African citizen can apply
for the retention of South African citizenship BEFORE acquiring a foreign citizenship,
against payment of a prescribed fee.
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According to the South African Citizenship Amendment Act (No 17 of 2004) a citizen is
guilty of an offence and is liable to a fine or imprisonment IF he/she:
Enters or departs from the Republic by making use of the passport of another
country
While in the Republic, makes use of his/her citizenship from another country to gain
advantage or avoid duty
According to the Eighth Amendment Act of the Regulations in terms of the South African
Citizenship Act, the following fees are applicable:
1. Application for the resumption of South African citizenship: R300-00
2. Application for the retention of South African citizenship: R300-00
Relative's Permit
In terms of Regulation 23 of the Immigration Act a relative means "biological or judicially
adopted children or adoptive parents and step parents". A relative's permit is a temporary
residence permit which may be issued to a foreigner who is a member of the immediate
family of a citizen or a permanent resident. The following proof is required:
Proof that the applicant is a member of the immediate family of the resident
The resident would need to provide proof that they are able to financially support the
applicant
The applicant my not work in this country
The permit is issued for a period not longer than 2 years.
Permanent residence through first step of kinship:

A person can apply for permanent residence through a first step of kinship, for instance
where the applicant is the father of a child born in South Africa and whose mother is a
South African citizen. This application for permanent residence can also be made through
the holder of a permanent resident's permit who is in the first step of kinship. BUT a
foreigner cannot apply for permanent residence through a holder who obtained his or her
permanent residence status through a first step of kinship.
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Examples
1. Applying for citizenship from a permanent residence permit
A foreign national came into the Republic with an asylum seeking permit, and applied for
status as a refugee which was granted for two years. After two years she applied for a
permanent residence permit. If she stays for at least five years further, she can then apply
for naturalisation.
2. Applying for permanent residence through a Relative's Permit
If a foreigner has married a South African citizen or permanent resident they can apply for a
Relative's Permit from their country of origin. Once in South Africa, they can apply to
become a permanent resident. If the person is indeed a member of the immediate family,
and can satisfy the prescribed conditions, then the person can apply for permanent
residency on the basis of first step of kinship.
3. Applying for permanent residence status through a child born in South Africa (first step of
kinship).
A person who had applied for an Asylum Seeker's Permit, and whose permit is going to
expire, wants to extend the permit. He has a relationship with a South African woman, and
is the father of two children with her. The two children will be South African birth due to their
mother's citizenship. He wants to apply for his Asylum Seeker's Permit to be renewed. The
person is advised to apply directly for permanent residence status based on the first step of
kinship through his two children. If his name is on the birth certificate then he could present
the birth certificate as proof of kinship. However if the biological father's name is not
disclosed, then he would need to make a late application for an unabridged certificate.
Note: In the case of a couple who are not married, the particulars of the father will only be
evident on the unabridged birth certificate if the father's name was put down at the time of
registration of the birth. If it is not recorded then a new application would need to be made
to amend the birth certificate.
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1.3 Personal characteristics are identified which help to promote positive self esteem and self-image. (SO 1, AC 3)
Every human being has his very own unique personality. The way people react, respond,
relate, and retaliate to situations is what makes up their personality. It is our personality that
makes us different from others.
However, psychological health is an important aspect for complete growth. A person who is
healthy on a mental and psychological level is what makes up for a healthy personality.
Studies across the Years

Various psychological studies have been conducted over the years to understand and
pinpoint exactly what a healthy personality is. These studies have resulted in a number of
theories. Carl Jung's theory of an individuated person emphasizes on higher forces of
nature and their role-play in a healthy personality. The theory of self-transcendence by
Viktor Frankl talks about finding meaning in our past and our actions in order to have a
healthy mental state.
The importance of social adjustment is reflected in his theory by Erich Fromm. Carl
Rogers, in his theory of the fully functional person, sheds light on one's ability to take his
own decisions and be spontaneous. The mature person, a theory by Gordon Allport,
stresses on the fact that such a personality is developed by moving forward and not by
pining on the past. He was one of his kind in an era where all other experts stressed on the
past. Another important theory on self-growth and healthy personality is by Abraham
Maslow. Also called the self-actualization theory, it explains how a healthy personality is
developed over time.
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Over the years, the development of these theories have led psychologists to sum up the
human personality into five important traits. This has led to the development of the "Big
Five" personality traits of psychology, also known as OCEAN. It is one of the most common
and famous theories of all for personality analysis. The OCEAN theory basically comprises
five main spheres: Openness, Conscientiousness, Extraversion, Agreeableness, and
Neuroticism. Out of these five, the first four are positive traits. Neuroticism, in its own, is a
negative trait. However, the opposite of it, i.e., emotional stability, is a trait of a healthy
personality. Here we have listed for you some basic characteristics of a healthy personality
with regard to the OCEAN theory.
Openness (O) A healthy personality demands openness and eagerness towards everything
in life; old or new. It covers not only new experiences, but new ideas, thoughts, letting go of
older conventions and accepting the changing times. Openness also talks about
creativeness and a strong imagination. A healthy personality displays an eagerness
towards the new and unexplored things in life. Such a person is always up for adventures
and risks. Curiousness is also a part of their nature and they are always anxious to gain
more knowledge.
They do not have preconceived notions about people or situations and have an open mind
towards contemporary ideas. They always aim for a higher quality in life and improve upon
their own productivity, be it at home, or work. They are constantly striving to better their
styles and techniques. They are not judgmental about people and are acceptable to newer
concepts and lifestyles. They believe that a progressive outlook is important for personal
improvement.
Conscientiousness (C) This trait describes the characteristics of self-organization and
efficiency. A healthy personality is generally goal-oriented and has a perspective of what he
wants in his life. Such personalities are competent and competitive. Also, they are able to
judge themselves and others with a clear and analytical mind. They do not have false
notions about their capacities and they can handle failure well.
A person with a healthy personality does not over-criticize himself, yet is always striving to
better his own self. Such people are committed to the work they do and are generally selfsufficient. They make the best out of the situations and themselves. They do not complain,
nor do they indulge in projectile blaming. They can take acceptance of their own faults and
behaviour and are always working on them. They are consistent in their work and do not
get bored easily. They have a high level of tolerance when it comes to pressure. They are
always working hard, striving to succeed in all endeavours.
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Extraversion (E) Sometimes also spelled as extroversion, this term was advocated by the
famous psychologist, Carl Jung. This personality trait sums up the general disposition of a
person in a public group and his social behaviour. This personality is warm and welcoming
to new people in his life. Such people are at ease with making new acquaintances and are
relaxed while having conversations. They are outgoing and friendly by nature and have a
large group of friends. They are comfortable with people of different interests and have a
basic curiosity about others. They have an appealing and magnetic personality, which more
often than not influences others. They have a positive attitude and an easygoing charm,
which helps them build more contacts and keeps them in a great social environment. They
tend to make others feel good and positive about themselves. They generally accept others
as they are. They don't attempt to change others to meet their requirements. They do not
have high expectations.
Agreeableness (A) Agreeableness generally refers to the level of social trust and regard
that a person displays. A healthy personality, however, has a balanced outlook towards the
matters of trust and intimacy. Such personalities do not trust others too easily, but they also
do not doubt people for no apparent reason. They are generally helpful to others and even
strangers. However, they are street smart and do not divulge personal information to
unknown people. They are modest to people in need and do not hesitate in lending money.
Yet, they do judge the situation and try to understand whether the person truly needs the
help asked for.
They are straightforward in their communication and do not believe in beating around the
bush. They are also honest in making an opinion. However, they also take care not to hurt
the other person's sentiments and are tactful in their approach. In times of conflict, they
prefer to work out with calm words and avoid arguments or quarrels.
Emotional Stability (As Opposed to Neuroticism) (N)It refers to the level of control a person
has over his own emotions. A healthy personality is devoid of any unreasonable and
unwanted negative emotions towards others and even oneself. Such people have a positive
self-regard and a realistic self-judgment. They keep feelings of anger, jealousy, and hatred
at bay and do not indulge in self-loathing or pity. They are not impulsive and take rational,
well-judged decisions.
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They tend to protect their health, self-esteem, and well-being despite the struggles, chaos,
and problems of their life. When in face of a personal tragedy, they are able to come out of
it without falling into a disabling depression. They have a healthy degree of tolerance
towards stress, pressure, and pain. They do not let personal conflicts and issues take over
their professional life. They are not devoid of emotions; however, they do not let their
emotions take over their self. They can keep a constraint over themselves.
Note: Neuroticism, a term in itself, is a long-term disposition to negative emotions, such as

distress, anger, frustration at little things, hatred, jealousy, etc. It is NOT a part of a healthy
personality. A healthy personality is formed by the exact opposite of neuroticism, i.e.,
Emotional Stability.
People with healthy personalities are those, who are known to adjust well. They are able to
function efficiently and are at peace in the world full of chaos. They enjoy a balanced level
of all pleasures and adventures in life. They are blessed with a great presence of mind and
self-confidence.
Sidney Jourard (1926-74), a leading personality in psychological studies and

psychotherapy, has put it in very simple words here.
"Healthy personality is manifested by individuals who have been able to gratify their basic
needs through acceptable behaviour such that their own personality is no longer a problem
to their self. They can take their self more or less for granted and devote energies and
thoughts to socially meaningful interests and problems beyond security, or lovability, or
status."
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1.4 The relationship between self-esteem and self-concept is explained in simple

clear terms. (SO 1, AC 4)
To put it simply, self-esteem is to feel good about yourself. How difficult is that? Hardly any!
Then why do some people suffer from a low self-esteem? We shall reach to that answer in
a while. Many confuse self-esteem with confidence. Brilliant people have terrific confidence,
which helps them to achieve marvellous results, and yet they have poor self-esteem. Let's
first understand, what self-esteem means before we delve into the significance of positive
affirmations on our psyche.
What is Self-esteem?
Literally and once again, self-esteem is feeling good about oneself. It means, to have a high
worth of self. The perfect example of perfect self-esteem, is a child. As children we are
naive and don't have any judgments about ourselves. As a result of which, we hardly suffer
from low or poor self-esteem. As we grow older we are bombarded with negative-ness
about ourselves, like 'you are not good enough', 'you are not worthy of it' and so on and so
forth. This is what makes the value of 'self', less. The other person's opinion about us
becomes so strongly rooted within us, that it leaves no scope for believing in oneself or
having any positive opinion. And this becomes the root cause of living life with a low selfesteem.
Examples of Positive Self-esteem Affirmations
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According to psychologists, it takes 7 positive instructions to negate 1 damaging thought.

So imagine the number of positive affirmations that's required to build a powerful selfesteem! But the fact that you have reached this place, shows that you realize the
importance of positive thinking. Here are some positive examples that you can begin with to
fortify your self-esteem and turn it into a positive one.
I love myself, unconditionally and seamlessly.
I accept myself, the way I am and for who I am.
I am capable of earning the love and respect of my peers, guardians, and family members.
I will take the decisions for leading my life and be responsible for them.
I will always abide by the rules and regulations I make for myself, because for me that is
discipline.
I am extremely unique in thoughts and sentiments.
I deserve all that is good in this world, because I radiate love and kindness.
I have the ability to accept my flaws and improve upon them with sheer determination.
The universe is abundant and full of surprises, which is why it will guide me to walk,
undeterred, towards my goals.
I have the beautiful conscience to assess my past for a better present and for the best
future.
My mind is mine, so I shall fill it with positive and healthy thoughts, which will transcend into
greater and enriching experiences in life.
I have a high self-esteem and I shall always strive for higher standards.
Everyday and every minute, I am getting better and better.
Every morning, begins with love, which becomes laughter, and ends with serenity within
me.
I believe I was born with a purpose, and my every effort shall be to find it.
I am valuable and important to the people around me, and most importantly to myself.
I have one life to live and only one life to love, so I will make the most out of it.
Stand in front of the mirror and recite these self affirmations. Look into your own eyes while
reading out these affirmations for self-esteem and self-confidence. There is no textbook
formula for building a self-esteem. These self-affirmations will surely guide you towards a
successful and complete life. Positive self-esteem is an intrinsic quality that lies beneath the
negative attributes, in a chest. This article has just given you the key! Open it!
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ROLE PLAY
Activity:01
Instructions
Explain The term identity with examples (SO 1, AC 1)
Method
individual Activity
Media Method
Flipchart
CCFO
DEMONSTRATING
Marks
10
Notes:
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PRESENTATION
Activity:02
Instructions
Discuss about the Unique personal qualities based on selfassessment. (SO 1, AC 2)
CCFO
COMMUNICATING
Method
Group Activity
Media Method
Flipchart
Notes:
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REASECH PROJECT
ACTIVITY :03
Instructions
What are the Personal characteristics which help to promote
positive self-esteem and self-image? (SO 1, AC 3)
CCFO
COLLECTING
Method
Individual Activity
Media Method
Flipchart
Mark
10
Notes:
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SIMULATION
ACTIVITY:04
Instructions
Explain the relationship between self-esteem and self-concept
in simple clear terms. (SO 1, AC 4)
CCFO
ORGANISING
Method
Group Activity
Media Method
Flipchart
Mark
Notes:
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Module: 2- Demonstrate an understanding of the value of self.
Specific Outcome
On completion of this section you will be able to: Demonstrate
an understanding of the value of self.
Assessment Criteria
Positive and negative influences on self-esteem are identified with
examples. (SO 2, AC 1)
A plan is developed to enhance own self-image (SO 2, AC 2)
Areas for personal growth are discussed with a view to selfimprovement. (SO 2, AC 3)
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2.1 Positive and negative influences on self-esteem are identified with examples.
(SO 2, AC 1)
1. Self esteem can be defined as the worth a person places upon himself. It is the
value a person attaches to himself. Sometimes, the same person may have high
self esteem in certain areas of his life, while a low self esteem in others. For
instance, a successful corporate executive, who has reached the peaks of his
career within a few years time, may have high self esteem, as far as his work is
concerned. However, if he has a series of failed relationships behind him, he can
have low self esteem in his personal life. In the latter scenario, he might consider
himself a failure in building and maintaining relationships.
There have been many studies done in the past, which have linked self esteem to
depression. The conclusions of some have been that it is low self esteem which
leads to depression, a condition characterized by feelings of hopelessness,
worthlessness and despondency. Both these conditions are related in the sense that
they develop almost identical thinking patterns in the people suffering from them.
Also, it is often seen that people who are less extroverted, conscientious and
agreeable and who are more neurotic, are much more likely to develop these two
conditions.
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Symptoms
Let's start with knowing the physical and emotional symptoms of low self esteem.
Here is a list of some of the prominent ones:
Lack of confidence
Depression
Social withdrawal
Negative thinking
Pessimistic view of the future
Treating oneself badly, such as by indulging in overeating or remaining in abusive
relationships
Lack of social skills
Inability to maintain relationships
Hypersensitivity and frequently changing emotions
Reduced social conformity
Lack of trust on oneself
Low expectations from people and life in general
Next, we move on to look at the signs and symptoms of depression.
Feeling low and sad all the time
Crying for no reason
Having no hope for the future
Feeling tired, mentally as well as physically
Lack of concentration
Lack of sleep, restless and bad dreams
Overeating or under eating
Suicidal thoughts
Lack of interest in activities, things and people
Low self-esteem
Procrastination
Avoiding feelings
Treatment
Depression is a medical condition, which almost always requires medication and

counselling. Self-esteem on the other hand, can be raised, with a few self-measures
on the part of the person. As depression is a symptom of low self-esteem, some of
these measures, may actually contribute to treating depression as well.
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Regular Exercise
Exercising everyday, for about half an hour, not only improves upon the physical
health, but mentally relaxes and rejuvenates a person too. Researches have shown
that exercising releases endorphins into the blood stream, which act as mood
enhancers, thus relieving a person of stress and depression.
Socialization
People with low self esteem often are introverted and socialize less. So, by making
an effort to open up, by socializing with old friends and making a few new ones, and
by trying to maintain and build upon relationships, a person can break many selfcreated barriers. All these measures can contribute immensely to building one's self
esteem.
Positive Affirmations
By making positive affirmations to oneself, such as "I am successful", "I am
respected", "I look good", a person can beat the negative thoughts that cross his
mind. Replacing negativity with positivity and pessimism with optimism, a person
can overcome low self esteem issues to a large extent.
Besides these, there are a number of things that a person can do to improve self
esteem and beat depression, such as, caring for oneself, taking a healthy, balanced
diet, getting involved in some interesting hobbies and activities, being organized and
completing the job at hand as early as possible without any procrastination.
Improving one's surroundings by redecorating one's house, dressing up well,
learning something new and rewarding oneself for every small and big achievement
in life, go a long way in improving one's self esteem.
People with low self-esteem harbour negative thoughts, such as, they are not good
enough, they are not likable and that bad things are going to happen to them. It is
the accumulation of these very negative thoughts which ultimately leads to anxiety
and depression. And as mentioned earlier, depression is a medical condition, which
can only be treated through therapy, counselling and medication. So, as soon as its
symptoms become apparent, a doctor should be contacted.
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ROLE PLAY
Activity:05
Instructions
What are the Positive and negative influences on self-esteem
with examples. (SO 2, AC 1)
Method
individual Activity
Media Method
Flipchart
CCFO
DEMONSTRATING
Marks
10
Notes:
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PRESENTATION
Activity:06
Instructions
Explain how A plan is developed to enhance own self-image
(SO 2, AC 2)
CCFO
COMMUNICATING
Method
Group Activity
Media Method
Flipchart
Notes:
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REASECH PROJECT
ACTIVITY :07
Instructions
Discuss Areas for personal growth with a view to selfimprovement. (SO 2, AC 3)
CCFO
COLLECTING
Method
Individual Activity
Media Method
Flipchart
Mark
10
Notes:
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Module: 3- Identify personal role in the immediate community.
Specific Outcome
On completion of this section you will be able to: Identify
personal role in the immediate community.
Assessment Criteria
Own behaviour in the immediate community is discussed with
reference to the effect on other people (SO 3, AC 1)
Own roles and responsibilities in the community are discussed
with examples. (SO 3, AC 2)
Ways in which an individual can contribute in the immediate
community are identified with examples. (SO 3, AC 3)
A social transformation issue is identified with reference to the
South African context. (SO 3, AC 4)
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3.1 Own behaviour in the immediate community is discussed with reference to

the effect on other people (SO 3, AC 1)
Working for change

A woman's disability affects not just herself. It affects many people: her family, friends, and
most of all, her community. A woman with a disability can become more healthy when those
around value and support her. Changing the way women with disabilities are treated is hard
work. But it is not impossible.
I dream of a day when people from around the world finally understand that having a
disability is not the same as being sick; and that we are usually very healthy. And like all
women, we need to stay healthy.
What women with disabilities can do

Make your voices heard by advocating for your rights and making sure disability issues
become a priority.
Refuse to be confined to one place. Be adventurous and welcome different

experiences.
Learn business skills, and empower yourself economically.
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Finding security in the market

Oppah Ndlovu from South Africa is a wheelchair user and is a respected member of her
community. She started a successful project selling vegetables and tomatoes. Now,
community groups purchase vegetables from her. With this steady income, Oppah has
managed to buy a house.
Share your stories.
Insist on participating at all levels in the community.
Become role models for other girls and women.
Speak about your disabilities.
Offer to accompany other disabled girls and women

to where they need to go.
Take part in sports.
Olympic-level athletes
An increasing number of women are taking part in the Paralympic Games, an international
sporting competition for athletes with disabilities including mobility disabilities, amputations,
visual disabilities, and cerebral palsy.
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The Paralympic Games are held every 4 years, following the Olympic Games. It is an eyeopener for many people to see women with disabilities compete with confidence and skill.
Bowler dispels myths
Constance Sibanda, a blind bowler, was nominated the Sportsperson of the Year in
Uganda, dispelling myths that as a woman with a disability she was "long dead and
useless." Constance won a double gold medal in a world competition. Since then she has
amassed more medals in blind bowling and participated in competitions in South Africa,
Scotland, and the United Kingdom. Constance challenges all women and girls to explore
their hidden talents.
Together you can decide what things in your community can be changed in order to make
life better for all. For example, you can:
Repeat after me...education.
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EDUCATION!
Start a literacy class for the women who cannot read or write.
Start a small business together, making and selling crafts or tools.
Share information with each other about community services and work together to
make them more accessible.
Try to get funds-- either through a low-interest loan or through a donation--to begin
an income-earning project or to make the community more accessible.
raise awareness about disabilities and advocate for new ways of thinking about
independence.
work with local leaders or the government to get better treatment for women with
disabilities.
You can also help community groups:
Look at the different causes of health problems that you and other women with
disabilities face, and decide which ones the community can change.
Take action by advocating for activities and services that make life better for
everyone, including better health care, education, and transport for people with
disabilities. Insist on accessible facilities.
Set up a small group. The voice of an organization is stronger than the voice of an
individual. Make a plan about what the group will do and what steps the group will
take to carry out each of these ideas.
Raise your voice against policies and laws that discriminate against you.
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Educating people to get access

Dorothy, a wheelchair user in Bangalore, a state capital in India, found that the building
which housed the chief minister's offices had no ramps. Also, the entrance to the building
was too narrow for her to enter. She spoke about this to the guards and insisted they help
her keep her appointment.
Afterwards, Dorothy sent hundreds of emails to tell people what had happened. This
increased the pressure on the government to make changes.
At another time, Dorothy attended a cricket match, where the police asked her, "Why do
you want to come here and watch the cricket match live? You might as well sit at home and
watch the match on TV comfortably." She replied that, just like others, she too wanted to
see the match live.
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3.2 Own roles and responsibilities in the community are discussed with
Nurture confidence
When Christine was 13 years old, her leg was amputated because of an illness. At first,
Christine thought it was the end of her dreams. But her parents treated her well and soon
Christine's confidence was restored. At first Christine's parents overprotected her, but she
insisted they treat her like her other siblings. Christine was able to finish her college and
received awards for excellence. The change in Christine made the rest of her family and
community realize that Christine's missing leg would not keep her from fulfilling her dreams.
The only thing that can change these attitudes is social awareness. Women and girls with
disabilities need good food, education, health care, and opportunities to be involved in
physical and social activities.
We must be able to make decisions about things that concern us and our families.
They said, "If you go into social work, your clients will see you and get scared." But my
mother supported and guided me. She told me I could do it. And today I feel proud that I
have achieved what I set out to do.
Respect, accept, and love and value me. Remember, I have a mind and can do things for
myself. If you do everything for me, you will make me disabled.
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You can develop many skills

Hong Ha from Laos had polio when she was 2 years old. With the support of her family, she
was able to graduate from university with a degree in French. When Hong Ha could not find
a job, she learned to sew and then opened a sewing shop at home. Together with sewing,
she started to study English. With a friend, Hong Ha then opened a small English training
center at her home. She is also a coordinator of a program on disability.
Early assistance
In their first years of life, all children will learn more physical, mental, communication, and
social skills and learn them more quickly and easily than at any other time in their lives.
Since a baby starts learning as soon as she is born, it is important that families begin giving
extra attention to help children with disabilities as soon as possible.
This is important because each new skill a child learns builds on the skills she already has.
Each new skill also makes it possible for her to learn other, more difficult skills. So when a
child does not learn a skill, she cannot learn other skills that depend on it.
Start a support group for parents of disabled children
Women with disabled children are often deserted by their partners and have to bring up
their children by themselves. Parent support groups can help. Adult women with disabilities
can offer advice on the types of concerns that girls with disabilities will face as they are
growing. This can help their mothers support them better.
You can also start a support group for teenage girls with disabilities so they can help and
support each other.
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What communities can do
When health workers, teachers, community leaders, our families, and neighbors change
their attitude to disability, we can do our work, have strong relationships, and make our
communities rich and strong.
Community groups can help government, health workers, teachers, community-based
rehabilitation workers, and community leaders learn about disability issues. They can also
make the public aware through street plays, discussions, and in other ways that women
with disabilities have the same rights to education, health care and transportation as nondisabled people. Communities can create employment opportunities and give information
about services for women with disabilities.
Girls and women with disabilities become confident, believe in themselves, and grow to
their full potential when parents and families love and accept them, and when they can get
education, jobs, and health care. All community resources, such as schools, banks,
religious places, hospitals, and clinics must also become accessible for everyone.
Disabled girls have fewer opportunities to go to school than disabled boys.
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Education
Education is very important for girls with disabilities, including education in sign language
and Braille or audio cassettes, for girls who are deaf, or blind.
In many poor countries, if disabled girls are not able to go to school and get an education,
they may end up begging to survive when they are adults.
Knowing how to read and write makes it possible for me to earn a living with dignity.
It can make a big difference when a whole community works for educational rights for
people with disabilities.
Community-based groups can discuss problems and encourage everyone, including other
children, to welcome and respect girls with disabilities. They can arrange opportunities for
early childhood education, or access government grants, or help in other ways. With
education, girls with disabilities can support and enrich their communities.
Make communities accessible for everyone
All around the world, women with disabilities are organizing to help make clinics, schools,
markets, city streets, buses, and communities more accessible for people with disabilities.
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I feel helpless. I always have to rely on other people to help me leave the house. If there
was a ramp down from our house and ramps to enter public buildings, I could get around on
my own. I could go out when I want, and I would not always have to wait for other people.
Communities can make sure buildings and roads are accessible when they are first built
rather than changing them later. This way all public facilities are as usable as possible by
as many people as possible regardless of age, ability, or situation. They will serve people
who are young or old, with excellent or limited abilities, in ideal or difficult circumstances.
But access is about more than physical things such as ramps. Accessibility also means
everyone can communicate and understand what is happening. Then a woman with a
disability can do more things for herself and more people will see that disability is a natural
part of life. When disabled women are valuable members of the community, the community
will start thinking differently about disability.
Governments must provide the resources necessary to make transportation systems,
buildings, public programs and facilities easy to use for everyone, including women with
disabilities. Some governments penalize those who refuse to cooperate.
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Here are examples of how women with disabilities have made changes in their
communities.
Getting the government to make changes
After taking part in a workshop on barrier-free access, the Lao Disabled Women's
Development Center produced a videotape about barrier-free access for people with
disabilities. They started talking to the different government sectors about facilitating
participation of people with disabilities in society. Their ideas were approved by the Prime
Minister's office, the ministries of communication, transportation, post and construction,
labor and social welfare, and foreign affairs. They were able to get funds to construct ramps
at 47 places in the capital city, Vientiane.
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3.3 Ways in which an individual can contribute in the immediate community are
identified with examples. (SO 3, AC 3)
Making access possible

As a child, Alicia Contreras of Mexico became disabled from polio. A wise therapist
counseled Alicia's parents on the importance of motivating her to be independent. Her
parents arranged for her to attend regular school from childcare through high school. Alicia
was the first student with a disability in her school, and her success there opened the
schoolhouse doors to more children with disabilities.
Eventually, Alicia went on to university. She had a class on the third floor, and it wasnt
easy to climb the stairs using crutches. Alicia went to the university director and asked him
to move the class from the third floor to the first. He agreed right away. They had another
room available, Alicia recalled. But the director had never thought about how students with
disabilities would not be able to get to classrooms on upper floors, and I never thought to
ask. Other times, Alicia had to fight harder to make changes.
Alicia became a member of a disability association called Free Access. The group
believed people with disabilities had the same rights as everybody else and worked to
make the community more accessible. For example, they discussed with city transportation
officials how difficult it was for people with disabilities to move around the city.
As a result, the city adapted some buses to make them accessible to people with physical
disabilities.
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Free Access is still active today. Since 1993, it has worked with government officials and
non-governmental organizations to promote changes to better the lives of people with
disabilities. And there is still so much more to be done!
Changing policies is not easy. It can be long and complicated. It can take many years and a
lot of effort by many people. You must understand the costs, the people affected, and the
politics that affect the conditions you want to change. It is easy to feel discouraged if you
are organizing for change. When you feel overwhelmed or discouraged, try to seek advice
from other women with disabilities elsewhere in your country, and even outside your
country. And remember you have a right to use all public facilities. You can create an
accessible community.
Here is a story about people with disabilities who formed a group that made great change in
their city.
Making a city accessible
In Ekaterinburg, Russia, the Freedom of Movement Society has been working together with
the city government to make their city more accessible. Russian law requires that people
with disabilities should be able to use public buildings and buses, but many places are still
not accessible. The city government in Ekaterinburg developed a disability program to
make buildings accessible.
But a group of people with disabilities who use wheelchairs or crutches realized that, even
though the government had been trying to help, many of the places they had changed were
still hard for disabled people to use. They realized the government could not do it without
the help of people with disabilities.
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So the people with disabilities formed the Freedom of Movement Society. They started by
making a list of the most important places in the city to make accessible. They met with city
officials, and showed them the list. The city realized they needed the advice of people with
disabilities. The Freedom of Movement Society made sure their members were included in
the city committee that became responsible for improving access. The people with
disabilities had to approve any project the committee decided to do.
The Freedom of Movement Society created guidelines that architects could use to make
buildings accessible. They were able to take photographs of buildings they wanted to fix,
and then draw clear pictures of how to make changes.
Now, the old buildings are slowly being changed. And the new guidelines are used all over
the city. Because of the work of the Freedom of Movement Society, all new office buildings
and many other buildings are accessible to people with disabilities. New sidewalks are
lowered in places for people who use wheelchairs. The new city mall is easy for people with
disabilities to use. The Freedom of Movement Society also got the city to make several
schools as well as the city's movie theater accessible.
Disability World
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SAQA ID: 14661
Learner Guide
Taking action
Here are some other ideas for women with disabilities to help their communities take action.
Organize social activities that help disabled girls come out of their homes and meet
other people with disabilities and other young girls
Share information about finding or creating work.
Support women who are treated badly at home or in public or in the workplace.
Offer training in leadership and social skills.
Providing resources for change in Uganda
The Uganda Disabled Women's Association maintains a revolving loan program for
disabled women to start their own businesses, provides education and mobility aids, and
runs a drama group to raise public awareness about disabled women. They strive to
increase disabled women's rights and well-being, to advocate for better education for
disabled children, to teach independent living skills, to share reproductive health
information, and "to fight poverty, ignorance, social differences, and disease."
63
SAQA ID: 14661
Learner Guide
Women make change happen in El Salvador
In El Salvador, the disability rights group ACOGIPRI has organized women's programs
since 1987, bringing together disabled women from diverse backgrounds to hold
discussions about sexuality and other issues. They also:
provide literacy and leadership training.
make aids and services available to girls and women with any form of disability.
prevent discrimination and violence.
3.4 A social transformation issue is identified with reference to the South African
context. (SO 3, AC 4)
Private welfare and service organisations

There are thousands of private welfare and service organisations in South Africa. Just a few
of the bigger organisations that have branches all over the country are mentioned here. It is
useful to have up-to-date lists of the local organisations in your area.
Child and Family Welfare Society

The Child and family Welfare Society deals with adoption, foster care and children's homes;
protection and homes for destitute, neglected, physically or sexually abused children; and
educare facilities. They train care-givers, and run [delete] community development and
intervention programmes. Counselling and support groups are usually available for children
and parents.
64
SAQA ID: 14661
Learner Guide
Family and Marriage Society of South Africa (FAMSA)

This is a non-profit organisation that helps to build and maintain good relationships in the
family, in marriage and in the community. They offer a variety of services including
counselling (advice) and education to individuals, groups and organisations about family
relationships.
These are some of their activities:
Pre-marital (before marriage) counselling
Marriage counselling for couples and individuals
Family counselling for parents and children
Divorce counselling and mediation (negotiating between husband and wife)
After-divorce counselling and after-divorce support groups
Community education through talks, workshops and groups
Training of professional groups in marriage counselling skills.
View their website: www.famsa.org.za

National Institute for Crime Prevention and Rehabilitation of Offenders (NICRO)
NICRO is a national crime prevention non-profit organisation working towards a safer South
Africa. It has offices in all the provinces in South Africa.
NICRO runs a number of projects and programmes to support their aims. These are:
Diversion for youth offenders this aims to divert youth away from the criminal
justice system and into constructive programmes
Community victim support project assisting victims of crimes
Offender reintegration programme this aims to help current and past offenders
and their families to reintegrate into society
Economic Opportunities project to help people start their own business
65
SAQA ID: 14661
Learner Guide
Communities are stronger when everyone is included
We are pressing for greater inclusion in the community...

...and working for change in health and education.
I dream of a day when all women with disabilities can be independent, have families, and
use public facilities the same as everyone else!
Despite barriers of prejudice, ignorance and discrimination, women with disabilities around
the world are improving their skills for self-sufficiency.
Women with disabilities must be heard when decisions are made at every level and about
every issue--not just disability issues. No one has all the answers. Everyone, women and
men, both with and without disabilities, people who struggle for human rights, and for the
rights of workers and for the dignity of women in all parts of the world must join together to
support women with disabilities to live healthy, independent, and productive lives. By
making sure we nurture life in each of us, and learn from each other, we can build a more
just world for all of us.
66
SAQA ID: 14661
Learner Guide
Let's discuss what changes in our community will help everyone become more involved and
help all people have better health.
67
SAQA ID: 14661
Learner Guide
ROLE PLAY
Activity:08
Instructions
Discuss Own behaviour in the immediate community with
reference to the effect on other people (SO 3, AC 1)
Method
individual Activity
Media Method
Flipchart
CCFO
DEMONSTRATING
Marks
10
Notes:
68
SAQA ID: 14661
Learner Guide
PRESENTATION
Activity:09
Instructions
Explain Own roles and responsibilities in the community with
CCFO
COMMUNICATING
Method
Group Activity
Media Method
Flipchart
Notes:
69
SAQA ID: 14661
Learner Guide
REASECH PROJECT
ACTIVITY :10
Instructions
Identify Ways in which an individual can contribute in the
immediate community with examples. (SO 3, AC 3)
CCFO
COLLECTING
Method
Individual Activity
Media Method
Flipchart
Mark
10
Notes:
70
SAQA ID: 14661
Learner Guide
SIMULATION
ACTIVITY:11
Instructions
Identify A social transformation issue with reference to the
South African context. (SO 3, AC 4)
CCFO
ORGANISING
Method
Group Activity
Media Method
Flipchart
Mark
Notes:
71
SAQA ID: 14661
Learner Guide
References
Axner, M. (1993). The community leadership project curriculum. Pomfret: CT. The Topsfield
Foundation.
Bennis, W. (1989). On becoming a leader. Reading, MA. Addison Wesley Publishing
Company, Inc.
Brown, C. R. (1984). The art of coalition building: A guide for community leaders. New York,
NY. The American Jewish Committee.
Fisher, R., and Brown, S. (1988). Getting together: Building relationships as we negotiate.
New York, NY. Penguin Books.
Gardner, J. (1990). On leadership. New York, NY. The Free Press.
Jackins, H. (1987). The enjoyment of leadership. Seattle, WA. Rational Island Publishers.
72
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Learner Guide
Self-Assessment
Self-Assessment:
You have come to the end of this module please take the time to review
what you have learnt to date, and conduct a self-assessment against the
learning outcomes of this module by following the instructions below:
Rate your understanding of each of the outcomes listed below:

Keys: - no understanding
- Some idea
- Completely comfortable
SELF
NO
OUTCOME
RATING
1.
2.
3.
Understand the basic meaning of personal identity

Demonstrate an understanding of the value of self.
Identify personal role in the immediate community.
4.
73
SAQA ID: 14661
Learner Guide
Learner Evaluation Form
Learning
Facilitator Name
Programme Name
Learner name
Dates of
(Optional)
Facilitation
Employer / Work
Date of Evaluation
site
Learner Tip:
Please complete the Evaluation Form as thoroughly as you are able to, in
order for us to continuously improve our training quality!
The purpose of the Evaluation Form is to evaluate the following:
logistics and support
facilitation
training material
assessment
Your honest and detailed input is therefore of great value to us, and we
appreciate your assistance in completing this evaluation form!
74
SAQA ID: 14661
Above Standard
Excellent
Standard
Excellent
Above
Criteria / Question
Poor
No
Sufficient
Logistics and Support Evaluation

Below Standard
Learner Guide
Was communication regarding attendance of the

programme efficient and effective?
Was
the
Programme
Coordinator
helpful
and
efficient?
3
Was the training equipment and material used

effective and prepared?
Was the training venue conducive to learning (set-up

for convenience of learners, comfortable in terms of
temperature, etc.)?
Additional Comments on Logistics and Support
Facilitator Evaluation
The Facilitator was prepared and knowledgeable on
Standard
Sufficient
Below
Criteria / Question
Poor
No
the subject of the programme

2
The Facilitator encouraged learner participation and

input
The Facilitator made use of a variety of methods,

exercises, activities and discussions
The Facilitator used the material in a structured and

effective manner
The Facilitator was understandable, approachable

and respectful of the learners
75
SAQA ID: 14661
Above
Standard
Excellent
Standard
Excellent
Standard
Sufficient
Below
Criteria / Question
Poor
No
Learner Guide
The Facilitator was punctual and kept to the

schedule
Additional Comments on Facilitation
1
C
1
Above
Standard
Sufficient
Below
Criteria / Question
Poor
No
Learning Programme Evaluation

The learning outcomes of the programme
are relevant and suitable.
The content of the programme was

relevant and suitable for the target group.
The length of the facilitation was suitable

for the programme.
The learning material assisted in learning

new knowledge and skills to apply in a
practical manner.
The Learning Material was free from

spelling and grammar errors
Handouts
and
Exercises
are
clear,
concise and relevant to the outcomes and

content.
7
Learning material is generally of a high

standard, and user friendly
Additional Comments on Learning Programme

76
SAQA ID: 14661
1
C
1
Excellent
Standard
Above
Standard
Sufficient
Below
Criteria / Question
Poor
No
Learner Guide
Learning Programme Evaluation

The learning outcomes of the programme
are relevant and suitable.
The content of the programme was

relevant and suitable for the target group.
The length of the facilitation was suitable

for the programme.
The learning material assisted in learning

new knowledge and skills to apply in a
practical manner.
The Learning Material was free from

spelling and grammar errors
Handouts
and
Exercises
are
clear,
concise and relevant to the outcomes and

content.
7
Learning material is generally of a high

standard, and user friendly
77
SAQA ID: 14661
Assessment Evaluation
Sufficient
Above Standard
Excellent
Criteria / Question
Below Standard
No
Poor
Learner Guide
A clear overview provided of the assessment

requirements of the programme was provided
The assessment process and time lines were

clearly explained
All assessment activities and activities were

discussed
Additional Comments on Assessment
78

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LEARNING UNIT: 71751-General Education and Training

Certificate: Adult Basic Education and Training

UNIT STANDARD: THE LEARNER IS ABLE TO COMMUNICATE EFFECTIVELY

Relative's Permit .........................................................................................................................................29

WORKING FOR CHANGE ......................................................................... 49

UNIT STANDARD NUMBER:

LEVEL ON THE NQF:

Field 07 - Human and Social Studies

This unit standard is for any learner who

Please Complete details

Date of completion and assessment

Notes to the Learner

To succeed in anything in life requires a lot of hard work.

Complete your assignments with dedication and submit them in time.

The Learning approach will be:

Certain goals have to

The learning content

Actively participate in the learning process.

Learner Guide Introduction

The purpose of this unit standard is to facilitate learning and to ensure

Specific outcomes describe what the learner has to be able to do

The only way to establish whether a learner is competent and has

Assessment involves collecting and interpreting evidence

about the learners ability to perform a task.

To qualify and receive credits towards your qualification, a registered

A credit is the formal recognition that you have the necessary

can receive recognition of existing competency regardless of where,

how and when it was acquired.

This can be done by compiling a portfolio, being

interviewed, giving a practical demonstration, completing a project, or

This describes the situation and circumstance in which competence

The learner workbook must be used in conjunction with this learner

The responsibility of learning rests with you, so . . .

Be proactive and ask questions.

Seek assistance and help from your facilitator, if required.

Please remember that as the programme is outcomes based this

How will I be prepared for assessment?

What will be assessed in the above?

The total proposed duration of this programme is as follows

Theoretical Learning (30%)

Workplace Learning (70%)

Learning Path for a Unit Standard

Demonstrate knowledge of self in order to understand one`s

Formative / Continuous Assessment

Compilation of Portfolio of Evidence

Tasks and Activities

Pen and Paper type test.

the training facilitator or the

validated by the training

facilitator and learner, for

Integrate skills, knowledge,

be relative to the number of

used for Recognition of

credits allocated to the unit

standard, for example 30 to

60 minutes maximum for a 2credit standard.

This comprises of questions

to assess your knowledge.

You will be required to

After you completed this

course, you will be required

Work place experience

After you completed this

After you completed this