|All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.|
|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|National Certificate: Radiation Protection|
|SAQA QUAL ID||QUALIFICATION TITLE|
|57631||National Certificate: Radiation Protection|
|SGB Radiation Protection|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|EWSETA - Energy and Water Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 10 - Physical, Mathematical, Computer and Life Sciences||Physical Sciences|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||138||Level 5||Level TBA: Pre-2009 was L5||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.|
This qualification does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The purpose of this qualification includes providing recognition and credibility for competent people who have had no recognition and professionals with no formal qualifications due to a lack of access to the education and training system of the past. This qualification provides access to an NQF Level 6 qualification in Radiation Protection.
Qualified learners can increase their earning capability, and access various career pathways in Radiation Protection and associated fields. Higher levels of competence in Radiation Protection facilitate improved and safe application of radiation technology. The application of radiation technology is wide, and the potential impact on communities is vast, in that, electric power can be provided in areas where it was not available before.
Currently, there is no national standard for education and training in Radiation Protection learning programmes at this level, no formal recognition for competence, and, therefore, no transportability between organisations where learning and assessment takes place. This qualification also aims to set the minimum requirements below postgraduate level, to improve access to the Radiation Protection field. Setting this minimum standard, and regulating the quality of delivery through quality assurance processes can improve current training.
By placing this qualification on the NQF, Higher Education access is opened up to everybody in the Radiation Protection field. In the past, the higher paid individuals came from other fields to the Radiation Protection field, for example, from medical physics. For Radiation Protection in South Africa, only international qualifications and short courses tailor made for specific company requirements were available, and only to a select group. Locally established programmes will mean that more people can afford to enrol.
The qualification includes transferable competence, such as writing, communication, statistics, people management, legal adherence, etc. that can be applied in other contexts. Achievement of this qualification allows learners to contribute significantly to communicating to the general public regarding real dangers, thereby limiting misinformation.
Qualified learners are capable of:
Range: programmes include environmental, waste management, and transportation programmes.
This qualification is set to address need for the development of specialists whose sole responsibility is radiation protection. These specialists are usually referred to as Radiation Protection Officers (RPOs), RPO assistants, RPO supervisors, or RPO section heads. It is also meant to address the need for learners who have achieved competency in a particular field (e.g. engineering, mine environmental control, medical physics, etc.) who also require competence in the field of Radiation Protection.
Target learners generally enter this qualification after completing the Further Education and Training Certificate: Radiation Protection (NQF Level 4) or a Higher Education and Training qualification, for example, in Mine Ventilation, Medical Physics, etc. Thus, for learners whose primary activities are in Radiation Protection the qualification forms part of a learning pathway in Radiation Protection. Target learner groups are able to progress to NQF Level 6 in Radiation Protection after successful completion this Qualification.
This qualification encompasses the South African legal requirement set for radiation protection. In addition, new developments in the generation of nuclear power, for example, Pebble Bed Modular Reactors, require this area of competence. For successful learners, employment opportunities improve as they are qualified to hold a position as RPO within the South African Radiation Protection legal framework. For some learners the option of changing from an existing career pathway to a career pathway in or related to Radiation Protection is made possible.
The competence achieved by learners who qualify contributes to public protection, protection of the environment, and protection of employees against the harmful effects of ionising radiation. Organisations that employ qualified learners are able to stay in operation, as these learners then comply with important legal requirements for personnel who function within Radiation Protection environment. Qualified learners contribute to limiting the risks associated with ionising radiation to health, safety and productivity.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
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.
|RECOGNISE PREVIOUS LEARNING?|
|All the Fundamental Component Unit Standards are compulsory (10 credits).
All the Core Component Unit Standards are compulsory (108 credits).
For the Elective Component learners are required to attain at least 20 out of 129 credits, (at least 10 credits out of each of the 2 elective streams) as follows:
> Unit Standard Title: Build teams to meet set goals and objectives (15237), Level 5, Credits 3.
> Unit Standard Title: Create and use a range of resources to effectively manage teams, sections, departments or divisions (15231), Level 5, Credits 4.
> Unit Standard Title: Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks (15224), Level 5, Credits 4.
> Unit Standard Title: Monitor team members and measure effectiveness of performance (15230), Level 5, Credits 4.
> Unit Standard Title: Recognise areas in need of change, make recommendations and implement change in the team, department or division (15214), Level 5, Credits 3.
> Unit Standard Title: Implement codes of conduct in the team, department or division (15226), Level 5, Credits 3.
> Unit Standard Title: Support the project environment and activities to deliver project objectives (10149), Level 5, Credits 14.
> Unit Standard Title: Implement training needs for teams and individuals to upgrade skills levels (15223), Level 5, Credits 3.
> Unit Standard Title: Apply technical knowledge and skills to align business unit performance to business goals (13949), Level 4, Credits 5.
> Unit Standard Title: Apply the principles of situational leadership to a business unit (13953), Level 4, Credits 5.
> Unit Standard Title: Motivate a team (13947), Level 4, Credits 6.
> Unit Standard Title: Describe and apply the management of stock and fixed assets in a business unit (13945), Level 4, Credits 2.
> Unit Standard Title: Manage individual careers (11911), Level 5, Credits 5.
> Unit Standard Title: Manage the capture, storage and retrieval of human resources information using an information system (10171), Level 5, Credits 3.
> Unit Standard Title: Identify, suggest and implement corrective actions to improve quality (10144), Level 4, Credits 6.
> Unit Standard Title: Plan, organise and support project meetings and workshops (10136), Level 4, Credits 4.
> Unit Standard Title: Implement project administration processes according to requirements (10139), Level 4, Credits 5.
> Unit Standard Title: Facilitate learning using a variety of given methodologies (117871), Level 5, Credits 10.
> Unit Standard Title: Conduct an indoor air quality investigation and recommend appropriate remedial action (120345), Level 4, Credits 5.
> Unit Standard Title: Determine radon and thoron progeny concentrations using the Ogden method (120343), Level 4, Credits 4.
> Unit Standard Title: Determine the integrated beta/gamma radiation dose using a Thermoluminescent Dosimeter (TLD) (120350), Level 4, Credits 2.
> Unit Standard Title: Determine the integrated radon gas dose (120358), Level 4, Credits 3.
> Unit Standard Title: Measure hazardous biological agents and recommend appropriate remedial action (120364), Level 4, Credits 5.
> Unit Standard Title: Measure radon progeny using the batch method (120367), Level 4, Credits 4.
> Unit Standard Title: Monitor and make recommendations on the application of health and safety principles regarding hazardous substances in the working place (120370), Level 4, Credits 3.
> Unit Standard Title: Prepare, implement and co-ordinate a personal gravimetric sampling programme and determine exposure risk (120342), Level 4, Credits 4.
> Unit Standard Title: Use a Graphical User Interface (GUI)-based database application to solve a given problem (117927), Level 4, Credits 6.
> Unit Standard Title: Using a Graphical User Interface (GUI)-based spreadsheet application, enhance the functionality and apply graph /charts to a spreadsheet (116943), Level 4, Credits 3.
|EXIT LEVEL OUTCOMES|
|1. Assess and communicate technical information accurately and according to organisation-specific requirements.
2. Implement quality management programmes according to specified procedures.
3. Design surveillance programmes and review procedures according to specified standards, policies and guidelines.
4. Implement radiation detection and dosimetry programmes to specified standards.
5. Implement operational Radiation Protection programmes and prescribe radiological requirements/limitations to prescribed standards.
6. Implement management programmes for radiation protection according to specified limits and criteria.
Range: programmes include environmental, waste management, and transportation programmes.
7. Supervise and manage human resources according to given requirements.
|ASSOCIATED ASSESSMENT CRITERIA|
> Range: Recommended actions can be preventive and corrective.
> Range: standards can be regulatory, and can include standards for radiation types, levels, measurement criteria (e.g. units, correct instrumentation, advantages and limitations, and calibrated instrument), locality/distribution, etc.
> Range: specified standards can be regulatory or organisation-specific.
> Range: Required systems include safety/hazard assessment, operational Radiation Protection programmes (inc. zoning requirements, contamination, Personal Protective Equipment), environmental Radiation Protection programmes, waste management, transport, physical security, quality management, etc.
> Range: implementation includes release within authorised limitations.
The assessment criteria in the unit standards are performance-based, assessing applied competence, rather than only underpinning knowledge, or only skills. The critical cross-field outcomes are also achieved in the unit standards. In addition to the competence assessed to achieve the unit standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this qualification.
Learners who qualify must be able to integrate concepts, ideas and behaviours across unit standards to achieve the purpose of the qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the qualification.
Evidence of integration may be presented by learners when being assessed against the unit standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the unit standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed.
|Internationally, training in radiation protection and the safe use of radiation sources distinguishes between different types and levels of learning. The International Atomic Energy Agency (IAEA) identifies eight types of learners: qualified experts, radiation protection officers, workers, qualified operators, health professionals, managers, staff of regulatory bodies and emergency response personnel. The equivalent of this qualification is radiation protection officers. The leading countries involved in radiation protection training are the United States of America (USA), Australia, the United Kingdom, Canada, France (often identified as the largest nuclear power generated electricity, with the most operating plants), and Germany.
In Africa, Ghana, Kenya, Zambia, Tanzania, and Nigeria are involved with radiation protection services and training. In Zambia, radiation protection Diplomas and Degrees are offered, mostly within the context of mining. Zambia also has a Radiation Protection Officer's Training Course, but information regarding all Zambian programmes was not publicly available. Other African countries generally use the South African programmes.
Best practice is considered to be the USA and Canada, with the largest number of radiation protection officers in the USA and the largest number of training programmes in the United Kingdom and the USA. In Canada, most training programmes focus on Medical Radiation Technology. Similarly, the focus on the Australian framework is on Medical Radiation Science. France follows a behaviour-based intervention approach, referred to as 'autoprotection', and training is not equivalent to this South African qualification. In Germany, The Federal Office for Radiation Protection (BfS) controls standards (information was not available in English).
Training in the USA is mostly focused at Higher Education level, but in the form of continuing education rather than qualification programmes, and most of the USA continuing education programmes are University based. The continuing education courses compare as follows with the South African qualification:
The National Regulator Commission (NRC) and the Department of Energy in the USA have published a qualification standard and model curriculum that includes the following, compared to this South African qualification:
An equivalent level programme example was found at Stanford Linear Accelerator Center (SLAC). This programme includes the following components, compared to the South African qualification:
All aspects in the USA qualification standard and comparable programme are covered, but at three different levels on the South African NQF. In terms of duration, the USA qualification is a two to three year programme. Also, the USA modules are said to be of equal duration (the equivalent of on average five South African NQF credits), whereas the South African unit standards have different weightings. Therefore, the duration of the USA programme components that are also included in this South African qualification, is the equivalent of approximately 85 credits.
In the United Kingdom two qualifications exist: one at two levels below and one at the level of this South African qualification. The one-year Level 4 NVQ in Radiation Protection is registered at Higher Education level. The South African qualification addresses all areas of competence in the core component of the United Kingdom qualification. The United Kingdom qualification includes the following (Core only) units, compared to this South African qualification:
Overall, the South African qualification is comparable with international examples in terms of content, although the South African qualification mostly contains more credits, and a human resource supervision component that is not included in the other qualifications.
|Vertical articulation is possible with the Bachelor of Science: (NQF Level 6); NLRD ID: 17229, a proposes National Certificate in Radiation Protection (NQF Level 6), and various first degrees in Human Resource Management (NQF Level 6); NLRD ID: 16925, 13761, 14532, 17240. Horizontal articulation on the NQF is possible with the National Diploma: Nuclear Power Plant Process Control (NQF Level 5); NLRD ID: 23734, the National Diploma/Certificate: Occupational Hygiene and Safety (NQF Level 5), and the National Diploma: Human Resources Management and Practices (NQF Level 5); NLRD ID: 49692.|
|Moderation of assessment and accreditation of providers shall be at the discretion of a relevant ETQA as long as it complies with the SAQA requirements. The ETQA is responsible for moderation of learner achievements of learners who meet the requirements of this qualification. Particular moderation and accreditation requirements are:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Assessment of learner achievements takes place at providers accredited by the relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this qualification. Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the ETQA. Assessors registered with the relevant ETQA must carry out the assessment of learners for the qualification and any of the Unit Standards that make up this qualification.
To register as an assessor, the following are required:
Assessors should keep the following general principles in mind when designing and conducting assessments:
In particular, assessors should assess that the learner demonstrates an ability to consider a range of options by:
All assessments should be conducted in line with the following well-documented principles:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|Qualified learners must be 18 years or older as per goverment regulation, and physically able to safely achieve the outcomes within specific contexts, for example, fit for the physical demands of radiation work where necessary.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||15234||Apply efficient time management to the work of a department/division/section||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||242688||Control radiological instrumentation||Level 5||Level TBA: Pre-2009 was L5||10|
|Core||242690||Design radiological surveillance and monitoring programmes||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||15219||Develop and implement a strategy and action plans for a team, department or division||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||242693||Develop radiological surveillance procedures||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||15238||Devise and apply strategies to establish and maintain relationships||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||242694||Establish radiological controls||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||15233||Harness diversity and build on strengths of a diverse working environment||Level 5||Level TBA: Pre-2009 was L5||3|
|Core||15215||Identify and interpret Best Practice guidelines, and plan for and implement Best Practice within the team, department or division||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||15225||Identify and interpret related legislation and its impact on the team, department or division and ensure compliance||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||242687||Manage the effectiveness of radiological controls||Level 5||Level TBA: Pre-2009 was L5||15|
|Core||242689||Respond to radiological emergencies and manage incidents||Level 5||Level TBA: Pre-2009 was L5||12|
|Core||15220||Set, monitor and measure the achievement of goals and objectives for a team, department or division within an organisation||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||242695||Manage radiation protection information||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||13949||Apply technical knowledge and skill to align business unit performance to business goals||Level 4||NQF Level 04||5|
|Elective||13953||Apply the principles of situational leadership to a business unit||Level 4||NQF Level 04||5|
|Elective||120345||Conduct an indoor air quality investigation and recommend appropriate remedial action||Level 4||NQF Level 04||5|
|Elective||13945||Describe and apply the management of stock and fixed assets in a business unit||Level 4||NQF Level 04||2|
|Elective||120343||Determine radon and thoron progeny concentrations using the Ogden method||Level 4||NQF Level 04||4|
|Elective||120350||Determine the integrated beta/gamma radiation dose using a Thermoluminescent Dosimeter (TLD)||Level 4||NQF Level 04||2|
|Elective||120358||Determine the integrated radon gas dose||Level 4||NQF Level 04||3|
|Elective||120377||Identify, suggest and implement corrective actions to improve quality of project work||Level 4||NQF Level 04||7|
|Elective||120381||Implement project administration processes according to requirements||Level 4||NQF Level 04||5|
|Elective||120364||Measure hazardous biological agents and recommend appropriate remedial action||Level 4||NQF Level 04||5|
|Elective||120367||Measure radon progeny using the batch method||Level 4||NQF Level 04||4|
|Elective||120370||Monitor and make recommendations on the application of health and safety principles regarding hazardous substances in the working place||Level 4||NQF Level 04||3|
|Elective||13947||Motivate a team||Level 4||NQF Level 04||6|
|Elective||120382||Plan, organise and support project meetings and workshops||Level 4||NQF Level 04||4|
|Elective||120342||Prepare, implement and co-ordinate a personal gravimetric sampling programme and determine exposure risk||Level 4||NQF Level 04||4|
|Elective||117927||Use a Graphical User Interface (GUI)-based database application to solve a given problem||Level 4||NQF Level 04||6|
|Elective||116943||Using a Graphical User Interface (GUI)-based spreadsheet application, enhance the functionality and apply graph /charts to a spreadsheet||Level 4||NQF Level 04||3|
|Elective||15237||Build teams to meet set goals and objectives||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||15231||Create and use a range of resources to effectively manage teams, sections, departments or divisions||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||15224||Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||117871||Facilitate learning using a variety of given methodologies||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||15226||Implement systems to meet the flow of information in a team, department or division||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||15223||Implement training needs for teams and individuals to upgrade skills levels||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||11911||Manage individual careers||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||10171||Manage the capture, storage and retrieval of human resources information using an information system||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||15230||Monitor team members and measure effectiveness of performance||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||15214||Recognise areas in need of change, make recommendations and implement change in the team, department or division||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||120378||Support the project environment and activities to deliver project objectives||Level 5||Level TBA: Pre-2009 was L5||14|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:|
|This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
|1.||RADIATION ANALYTICAL LABORATORY AND RADIATION PROTECTION ACADEMY (PTY)|