|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|
|Further Education and Training Certificate: Mining/Exploration Geology|
|SAQA QUAL ID||QUALIFICATION TITLE|
|77963||Further Education and Training Certificate: Mining/Exploration Geology|
|Task Team - Fabrication and Extraction|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|MQA - Mining Qualifications Authority||OQSF - Occupational Qualifications Sub-framework|
|Further Ed and Training Cert||Field 06 - Manufacturing, Engineering and Technology||Fabrication and Extraction|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||160||Level 4||NQF Level 04||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|
This qualification will provide qualifying learners with the necessary skills, knowledge, understanding and competence, to competently and confidently undertake tasks pertinent to a Geological technician in their specific fields related to surface and underground mining and exploration; as well as provide an opportunity for learners to apply appropriate skills in relation to the workplace.
The Geological technician is vital to the smooth running of the geological disciplines within the mining industry. This covers a wide variety of fields such as Geological Exploration sampling, surface and underground mapping, grade control logging and hazard identification.
Learners achieving this qualification will be able to understand their role of applying required competencies consistently and effectively in the execution of their duties. They will also contribute to the mining geology discipline by effectively adhering to quality and occupational safety requirements.
This qualification will have a positive impact on society through assisting in the identification and delineation of potential mineral deposits; as well as improve the health and safety of people in and outside the mining environment through input to hazard identification programmes and helping protect the environment during mine closure procedures.
Qualified learners will, subject to the elected stream, be able to:
Mineral resource exploitation, beneficiation and export are key components of the South African economy. Historically the discovery of diamonds and gold formed the base of the South African economy and led to the development of the South African infrastructure. Today coal provides South Africa with the majority of its power and with platinum, chrome, gold, diamonds, iron and manganese are vital exports. Geologists have played a major role in the identification and delineation of these mineral deposits, the development of the mines and their safe, profitable and optimal exploitation.
Furthermore, the need for improved quality standards with maximization of efficiencies within the mining industry coupled with the increasing complexity and declining grades of many SA mining operations have resulted in greater need for geological skills. Maintenance of such standards has been recognised and emphasis has been placed on providing appropriate geological training at all levels. This serves to extend the life of mines providing employment both within the mining industry and the numerous support industries.
Learners entering this qualification will typically come from geology, survey or sampling operations, working as Technical Support Assistants. In some cases learners will come from other industries such as soil science or rock engineering. Learners from other industries would, however, have to become familiar with the mining environment, equipment and processes before they can proceed with this qualification. Qualifying learners will be competent geological technicians in all mining operations; and in particular underground or surface geological mapping and exploration mineral sampling procedures. Learners will obtain the basic theoretical knowledge pertinent to these mining related environments. This qualification has 2 specialisation streams for learners to follow.
A typical learning pathway in this field would start with the National Certificate: Mining Technical Support NQF Level 2 and proceed to the National Certificate: Mining Technical Support, NQF Level 5, then to the Further Education and Training Certificate (FETC): Minerals Surveying, Minerals Sampling or Mining/Exploration Geology (NQF Level 4). Learners could then progress onto a NQF Level 5 Qualification in one of the specialisation areas namely Surveying, Geology or Sampling. The qualification is designed to be flexible and accessible so that learners are able to demonstrate the competencies in Mining or Exploration Geology across the mining and minerals sectors.
This qualification will be a suitable and justified recognition for the skills and competencies of geological technicians who have not entered the industry through formal education institutions, but rather have been trained and developed on an informal basis only, with little chance of advancement. The associated status of a nationally recognised qualification will serve as a motivation for learners to further their skills by entering the field of Geology. Current Geological technicians in particular will benefit from the opportunities of assessment and subsequent recognition presented by RPL (Recognition of Prior Learning).
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Communication and Mathematical Literacy at NQF Level 3
Recognition of Prior Learning:
This qualification can be achieved wholly or in part through recognition of prior learning in terms of the criteria laid out.
Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.
Access to the Qualification:
Access is open; however it is preferable that learners have completed the National Certificate: Mining Technical Support-NQF Level 3.
|RECOGNISE PREVIOUS LEARNING?|
|A minimum of 160 Credits is required to complete the qualification.
The Fundamental Component consists of:
It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.
There are two specialisations areas:
For specialisation area A: Mining geology the following Unit Standards (25 Credits) must be achieved:
Total; 25 Credits.
A further 13 Credits are to be chosen from the rest of the Electives to make up a minimum of 160 Credits for the qualification.
For specialisation area B: Exploration geology the following Unit Standards (28 credits) must be achieved:
Total; 28 Credits.
A further 10 Credits are to be chosen from the rest of the electives to make up a minimum of 160 Credits for the qualification.
|EXIT LEVEL OUTCOMES|
|1. Communicate and solve problems in a variety of ways.
2. Adhere to occupational health, safety and environmental standards in the workplace.
3. Understand mineralisation, geological features and procedures pertinent to the mining environment.
4. Perform geological tasks within a mining environment.
5. Perform basic evaluation functions pertinent to the mining environment.
6. Apply a selection of Mining geological procedures.
7. Apply a selection of Exploration geological procedures.
Critical Cross-Field Outcomes:
Critical Cross-Field Outcomes have been addressed by the Exit Level Outcomes as follows:
> Applying Mathematical principles and techniques while performing tasks in the operational context.
> Responding to non-conformances and emergencies in a geological technical support environment.
> Explaining and applying principles necessary to identify, record and report potentially hazardous geological features.
> Contributing to team goals and achievements by adhering to agreed working methods and processes.
> Contributing to team efficiency by supporting other team members in the geological technical support environment.
> Adhering to team protocols, codes of conduct and generally promoting a positive team spirit.
> Coordinating work with that of others in the direct surrounding area.
> Performing activities in the geotechnical support environment.
> Conducting measurements and recording the results.
> Using, caring for and maintaining relevant tools and equipment.
> Accessing and interpreting Information related to work tasks from a range of written and oral sources to ensure that work requirements are understood.
> Determining the mineral content of a mining unit by applying elementary evaluation techniques.
> Measuring directions and distances on a map in accordance with work related standards.
> Plotting and evaluating information on a geological map or plan.
> Compiling and interpreting a grade distribution plan.
> Evaluating a mineral resource by applying basic evaluation techniques.
> Adhering to Occupational Health, Safety and Environmental polices, procedures and requirements at all times as per workplace requirements.
> Conducting activities in a geological technical support environment in accordance with Occupational Health, Safety and Environmental requirements.
> Using advanced instruments and technology to take and record measurements pertaining to geological structures and conditions.
> Using advanced technology to plot and extrapolate information onto geological maps and plans.
> Using Graphical User Interface computer technology to prepare and present documents.
> Demonstrating knowledge and understanding of geological structural geology, stratigraphy, global tectonic systems and mineral deposits.
The above are evident in all Exit Level Outcomes.
> Interpreting plans are interpreted in accordance with work and legal standards and requirements.
> Understanding the impact of geological technical support on upstream, downstream and parallel mining processes and his/her own role in each context.
> Requesting assistance from other team members and support personnel when required.
> Assisting other team members and work together with support personnel to provide technical support in the mining environment.
The above are evident in all the Exit Level Outcomes.
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2:
Associated Assessment Criteria for Exit Level Outcome 3:
Associated Assessment Criteria for Exit Level Outcome 4:
Associated Assessment Criteria for Exit Level Outcome 5:
Associated Assessment Criteria for Exit Level Outcome 6:
Associated Assessment Criteria for Exit Level Outcome 7:
Integrated assessment at the level of the qualification provides an opportunity for learners to show they are able to integrate concepts, actions and ideas achieved across a range of unit standards and contexts.
Integrated assessment must evaluate the quality of observable performance as well as the thinking behind the performance, and must be based on a summative assessment guide. The guide will spell out how the assessor will assess different aspects of the performance and will include:
In some cases inference will be necessary to determine competence depending on the nature and context within which performance takes place.
It is necessary to ensure that the fundamental part of the qualification is also targeted to ensure that while the competence may have been achieved in a particular context, learners are able to apply it in a range of other contexts and for further learning. The assessment should also ensure that all the Critical Cross-Field Outcomes have been achieved.
The learner may choose in which language s/he wants to be assessed. This should be established as part of a process of preparing the learner for assessment and familiarising the learner with the approach being taken.
While this is primarily a workplace-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit-Level Outcomes. The assessment process should cover both the explicit tasks required for the qualification as well as the understanding of the concepts and principles that underpin the activities associated with the plating process.
|International qualifications were compared to ensure that the qualification structure and unit standards are comparable in terms of level, scope of qualification and competencies covered.
A search was conducted for information pertaining to Qualifications, Courses and Programmes from several countries around the world, particularly those where mining takes place such as:
We were not able to find a model similar to the proposed FETC Geology, i.e. a unit standard based qualification in a vocational environment, even in Australia and New Zealand which have systems very similar to ours.
Courses in geology are offered by hundreds of universities and colleges all over the world, with methods of delivery ranging from full-time through to distance learning and even online learning. Learning would start with general geology or earth science and would then progress to specialisation areas such as petrochemical, paleontology, stratigraphy and others.
Apart from the pure geological content, typical qualifications and courses would also include computer technology, as geologists use various instruments in practice, and rely heavily on computers for the recording, processing and presenting of information. "Computer skills are essential for prospective geoscientists; students who have experience with computer modelling, data analysis and integration, digital mapping, remote sensing, and geographic information systems will be the most prepared entering the job market. Knowledge of the Global Information System (GIS) and Global Positioning System (GPS)-a locator system that uses satellites-has also become essential" (Wikipedia).
Courses generally also include Interpersonal skills and communication, as geologists often work together with other people in teams. "Geoscientists must have excellent interpersonal skills, because they usually work as part of a team with other geoscientists and with environmental scientists, engineers, and technicians. Strong oral and written communication skills also are important, because writing technical reports and research proposals, as well as communicating research results to others, are important aspects of the work" (Wikipedia).
Some of the courses and programmes reviewed are:
Online Course-University of British Columbia:
> An introduction to the perspective of the Earth's place in the solar system, the Earth System approach and geologic time.
> Traditionally covered topics include metric system, minerals, topographic maps, rocks, volcanism, weathering, geologic maps and crustal deformation, earth's interior, earthquakes, plate tectonics, water, and an overview of geology of the country where courses is physically located.
Distance Learning-The Open University (United Kingdom):
Introductory Course in Geology:
Block 1 Maps and landscape is mainly concerned with the interpretation of geological maps and the relationship between the landscape and underlying rocks. A DVD-ROM helps you to visualise and interpret geological structures in three dimensions. This block, supplemented by virtual field trips on the DVD-ROM, shows how the geological history of any area can be interpreted from a geological map.
Block 2 Earth materials explore the nature of common minerals and rocks and introduce techniques for describing and identifying them, including the use of the polarising (petrological) microscope. With the aid of DVD-ROMs, it shows how the internal structure of minerals is related to their physical and chemical characteristics. Digital rock specimens and thin sections on DVD-ROM supplement and enhance the teaching of the practical elements introduced in the home kit.
Block 3 Internal processes and its supporting material describe the formation of igneous rocks by crystallisation from a molten liquid or magma and the formation of metamorphic rocks by the recrystallisation of rocks under high temperatures and pressures. It also looks at the deformation of rocks by folding and faulting during crustal movements and mountain building. An experiment to simulate various lava flows and a virtual field trip are presented on DVD-ROM.
Block 4 Surface processes describes, with the aid of a full-colour poster and a DVD-ROM, the physical, chemical and biological processes that erode the land, and how transport and deposition of sediment lead to the formation of sedimentary rocks. It introduces the main groups of fossils, and uses both the fossils and the sedimentary features that can be observed in the geological record to reconstruct and understand past environments.
Full-time Courses (India):
According to "Scholarships in India" various full-time courses are offered at more than 60 institutions in India with typical content being:
The term Earth Science is used to describe all the sciences concerned with the origin, evolution, structure and the behaviour of the Earth and its place in the universe, especially in the solar system. The study of earth sciences may be grouped into five major categories:
The deployment of earth-observing devices on satellites, both in geostationary and in low earth orbit, has revolutionized such branches of earth sciences as meteorology and oceanography. This has given rise to Remote Sensing, a new technology for gathering and recording of information about the terrain and ocean surfaces by means of remote sensors install in satellites. Remote sensing technology is now widely used in the survey and management of natural resources and environment. Remote Sensing has, in turn, led to the development of Geographic Information System (GIS).
The emergence of the space age has unfolded yet another perspective for earth scientists. The exploration of moon and planets has made it possible for them to understand, by comparison, the origin of the Earth and its structure and composition. Earth Sciences have also close relationship with emergence of such subjects as Geophysics, Geochemistry and Astronomy. Mining, Engineering and Mineral Exploration Technology represent the practical application of geological science.
Capilano College-British Columbia (Canada):
This course views the Earth as a heat engine which continuously recycles air, water and solid earth materials. It examines how nature's recycling of these materials results in both the origin and the eventual transformation of igneous, sedimentary and metamorphic rocks. Next, it investigates how lithospheric plates interact with each other and with external recycling (atmospheric and hydrospheric cycles). Finally it considers ways people may best adapt to these ever-changing Earth environments and act as stewards of Earth's environments and resources.
This course examines the methods geologists use to deduce the origin, age and evolution of Earth and its life. These methods are then used to investigate how Earth's lithosphere, hydrosphere and atmosphere evolved before giving rise to life, and how ever since, life has interacted with land, water and air. Next, the origin and growth of our home continent and adjacent ocean basins are studied. Finally, the processes and events that shaped (and are still shaping) our immediate environment are looked at in more detail. Uses and abuses of Earth resources and environments since the arrival of human beings also form part of the course.
University of Canterbury (New Zealand):
Example of content of one module.
GEOL111-10S1 (C) Semester One 2010.
Planet Earth: An Introduction to Geology.
15 points, 0.1250 EFTS.
22 Feb 2010-27 Jun 2010.
Course Content: This course deals with the composition and structure of Planet Earth and the geological processes which have shaped its surface.
The lecture course includes an overview of plate tectonics, showing how many features of the Earth's surface are directly, or indirectly, a result of plate tectonics. The course covers minerals and rocks, volcanoes and other igneous processes, sedimentary processes, and resources such as coal, oil, water found in sedimentary sequences, and metamorphism.
College of Wooster (United Kingdom)-Full-time Course:
Contents of one Geology Course:
Western Illinois University (United States):
Examples of geology courses offered by the university:
In SADC countries universities and colleges often function under the auspices of universities in the formal colonial mother countries. In practice, people working in geological technical support environment would have a suitable diplomas or degrees issued by institutions in countries such as France, the UK etc.
At operational level, people offering geological support (Assistants) would have been trained at operational level and would not have any qualification other than an in-company certificate.
While we have not been able to find a course or programme structured entirely similarly to the proposed Further Education and Training Certificate: Geology, it can be concluded that the scientific or general components of the Level 4 qualification are in line with the academic qualifications and courses found, albeit at a lower level than many of the programmes listed above (which are but a sample of the hundreds that are available).
The approach of the FETC Geology is unique in that the theoretical (knowledge) components are learnt and applied in a workplace-based (mining) environment).
|This qualification is the ideal platform for horizontal articulation in sampling, mine valuation and mine planning disciplines, and other mining industry related sub-fields.
Vertical articulation exists with:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Assessors should be in possession of:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||376159||Construct a contour plan to determine the dip and strike of a plane||Level 3||NQF Level 03||3|
|Core||11118||Determine the mineral content of a mining unit applying elementary evaluation techniques||Level 3||NQF Level 03||2|
|Core||376161||Collate and interpret borehole data||Level 4||NQF Level 04||5|
|Core||376239||Compile and interpret a grade distribution plan||Level 4||NQF Level 04||4|
|Core||376282||Construct and interpret a geological cross-section in a familiar area||Level 4||NQF Level 04||3|
|Core||376199||Demonstrate an understanding of drilling techniques||Level 4||NQF Level 04||5|
|Core||376223||Demonstrate an understanding of structural geology||Level 4||NQF Level 04||6|
|Core||376221||Demonstrate an understanding of the mineralisation of a relevant economic deposit||Level 4||NQF Level 04||6|
|Core||376201||Demonstrate an understanding of the principles of stratigraphy||Level 4||NQF Level 04||6|
|Core||376160||Demonstrate an understanding of the relationship between global tectonic systems and mineral deposits||Level 4||NQF Level 04||4|
|Core||376200||Demonstrate an understanding of the typical phases of a mineral deposit||Level 4||NQF Level 04||4|
|Core||376227||Identify, measure and record the attitude of in situ geological structures||Level 4||NQF Level 04||7|
|Core||376139||Log borehole core||Level 4||NQF Level 04||4|
|Core||376163||Plot and extrapolate geological information on a geological map or plan||Level 4||NQF Level 04||4|
|Core||376181||Construct and interpret a geological cross-section in a deformed area||Level 5||Level TBA: Pre-2009 was L5||3|
|Fundamental||119472||Accommodate audience and context needs in oral/signed communication||Level 3||NQF Level 03||5|
|Fundamental||119457||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||119467||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||119465||Write/present/sign texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||119462||Engage in sustained oral/signed communication and evaluate spoken/signed texts||Level 4||NQF Level 04||5|
|Fundamental||119469||Read/view, analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||119471||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||376142||Conduct surface geological surveys||Level 3||NQF Level 03||3|
|Elective||9532||Demonstrate basic knowledge of computers||Level 3||NQF Level 03||6|
|Elective||13915||Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace||Level 3||NQF Level 03||4|
|Elective||376281||Manage a geological core yard facility||Level 3||NQF Level 03||5|
|Elective||261758||Manually construct an underground geological plan of a geologically simple area from given data||Level 3||NQF Level 03||3|
|Elective||376225||Measure and record the yield of water in boreholes||Level 3||NQF Level 03||2|
|Elective||116930||Use a Graphical User Interface (GUI)-based presentation application to enhance presentation appearance||Level 3||NQF Level 03||5|
|Elective||116940||Use a Graphical User Interface (GUI)-based spreadsheet application to solve a given problem||Level 3||NQF Level 03||6|
|Elective||119078||Use a GUI-based word processor to enhance a document through the use of tables and columns||Level 3||NQF Level 03||5|
|Elective||242824||Apply leadership concepts in a work context||Level 4||NQF Level 04||12|
|Elective||376141||Conduct a ground magnetic survey on the sub surface strata||Level 4||NQF Level 04||8|
|Elective||242816||Conduct a structured meeting||Level 4||NQF Level 04||5|
|Elective||376245||Construct and interpret a map of a geologically familiar area||Level 4||NQF Level 04||3|
|Elective||376220||Demonstrate an understanding of Engineering Geology and Rock Mechanics||Level 4||NQF Level 04||10|
|Elective||376164||Demonstrate an understanding of fossils||Level 4||NQF Level 04||6|
|Elective||376140||Demonstrate an understanding of prospecting methods||Level 4||NQF Level 04||8|
|Elective||376224||Demonstrate an understanding of soil types and their characteristics||Level 4||NQF Level 04||6|
|Elective||376226||Demonstrate an understanding of surface processes||Level 4||NQF Level 04||5|
|Elective||115391||Demonstrate an understanding of the principles of the internet and the world-wide-web||Level 4||NQF Level 04||3|
|Elective||256848||Demonstrate an understanding of the relationship between geological structures and mining layouts||Level 4||NQF Level 04||3|
|Elective||256856||Demonstrate knowledge of rock-related hazards and consequences due to the geological environment||Level 4||NQF Level 04||4|
|Elective||14667||Describe and apply the management functions of an organization||Level 4||NQF Level 04||10|
|Elective||120372||Explain fundamentals of project management||Level 4||NQF Level 04||5|
|Elective||256844||Explain the interaction between rock strength, stress, and fracturing||Level 4||NQF Level 04||3|
|Elective||376162||Integrate borehole data for geological modeling||Level 4||NQF Level 04||5|
|Elective||376180||Interpret simple structural and stratigraphic features on a geological plan||Level 4||NQF Level 04||4|
|Elective||11473||Manage individual and team performance||Level 4||NQF Level 04||8|
|Elective||114589||Manage time productively||Level 4||NQF Level 04||4|
|Elective||263024||Plan and produce two dimensional (2D) Computer Aided Drawings (CAD)||Level 4||NQF Level 04||15|
|Elective||376222||Process geological information for grade control purposes||Level 4||NQF Level 04||5|
|Elective||376280||Sample soil material for economic and environmental||Level 4||NQF Level 04||3|
|Elective||117927||Use a Graphical User Interface (GUI)-based database application to solve a given problem||Level 4||NQF Level 04||6|
|Elective||376179||Log and sample a face to obtain geological information for quality control purposes in the relevant deposit||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||376219||Sample and describe surface rock outcrops||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||376247||Sample stream sediment material for economic and environmental purpose||Level 5||Level TBA: Pre-2009 was L5||3|
|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.