|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: Occupational Hygiene and Safety|
|SAQA QUAL ID||QUALIFICATION TITLE|
|79807||Further Education and Training Certificate: Occupational Hygiene and Safety|
|SGB Occupational Health and Safety|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.||SFAP - Sub-framework Assignment Pending|
|Further Ed and Training Cert||Field 09 - Health Sciences and Social Services||Preventive Health|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||145||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|
|Learners accredited with this qualification will be able to identify, evaluate, advise and report on occupational hygiene and safety factors, in occupational environments, in order to maintain a high level of health and safety for workers in such environments.
Learners credited with this qualification are capable of:
Learners credited with this qualification are likely to be working in the occupational safety, hygiene and environmental disciplines. Learners are required to integrate practical skills with essential knowledge, to be able to take proactive and reactive measures in order to maintain a healthy and safe environment.
In South Africa and internationally, the social and economic impact of occupational safety, hygiene and health, is significant. Direct costs that result from poor workplace safety, hygiene and health, include human and economic costs. Indirect costs are also incurred and may include poor morale, poor productivity and downtime. Improved workplace safety, hygiene and health, could influence the South African economy in direct costs alone to the value of millions of Rands each year. This qualification aims to meet the demand for learners that are able to facilitate a safe, healthy and productive occupational environment.
There is a critical need in the industry to recognise learner competence regarding essential operations associated with a healthy, safe and productive working environment. This qualification is the next step in a career path in one of the areas of specialisation in Occupational Safety and Hygiene and is generic enough to allow maximum mobility within the field of application.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Learners embarking on learning for this qualification should be competent in the following:
Recognition of prior learning:
This qualification can be achieved wholly, or in part, through recognition of prior learning. Evidence of competency 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. 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) or ETQA which has a Memorandum of Understanding In place with the relevant ETQA.
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification, learners are required to obtain a minimum of 145 credits as detailed below.
The Fundamental Component consists of Unit Standards in:
It is compulsory therefore for learners to do Communication in two different South African languages, one at Level 4 and the other at Level 3.
All Unit Standards in the Fundamental Component are compulsory.
The Core Component consists of Unit Standards to the value of 75 credits all of which are compulsory.
The Elective Component consists of Unit Standards to the value of 34 credits. Learners are to choose Unit Standards to the minimum of 14 credits.
Mining and Minerals Specialisation (Learning Programme ID 79827):
|EXIT LEVEL OUTCOMES|
|1. Communicate effectively in a variety of ways.
2. Use mathematics to solve problems in real life and work-related situations.
3. Identify problems and initiate corrective actions regarding workplace hazards and risks.
4. Work effectively with others as a member of a team, group, organisation or community to attain operational competence in occupational safety and hygiene.
Critical cross-field outcomes:
This qualification addresses the following critical cross-field outcomes, as detailed in the associated unit standards:
>This critical cross-field outcome is addressed primarily through ELO1 and ELO4.
> This critical cross-field outcome is addressed primarily through ELO4.
> This critical cross-field outcome is addressed primarily through ELO1, and ELO4.
> This critical cross-field outcome is addressed primarily through ELO2, ELO3 and ELO4.
> This critical cross-field outcome is addressed primarily through ELO1.
> This critical cross-field outcome is addressed primarily through ELO2, ELO3 and ELO4.
> This critical cross-field outcome is addressed primarily through ELO1, ELO2, ELO3 and ELO4.
Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
|ASSOCIATED ASSESSMENT CRITERIA|
Integrated assessment is carried out as a series of structured, evidence gathering processes throughout the period of learning. The learner's performance is assessed through the use of a range of methods and culminates in a final or summative assessment. Methods include, but are not limited to:
|A search was done to compare this qualification and its associated unit standards with those of other countries. After an extensive search it became clear that Occupational Health and Safety training in the SADC region is almost non-existent as is evident from a Southern African Meeting on The Education and Training of Occupational Health and Safety Professionals, Johannesburg, South Africa, 22-24 October 1997.
(Source: http://www.asosh.org/SADC/training.htm accessed 5 June 2005).
A follow-up meeting held in Zimbabwe in March 2001 identified the following areas of collaboration:
A search could not pick up any information on any later developments in the OHS sector in the region taking place after the quoted conferences.
A network of occupational health institutes assigned as WHO collaborating centers published a "global strategy for occupational health for all" in 1995 with 10 priority objectives, later adopted by the World Health Assembly. The most notable of these objectives for the purposes of this is:
"Development of human resources for occupational health:
> Lack of effective legislation and lack of requests from authorities and employers make the employment opportunities for such experts minimal.
> In the absence of requests, the vocational training institutions and universities have not organized and developed curricula for the training of experts in occupational health.
> In some instances, where training is available, it is oriented to clinical occupational medicine only which, though important, does not give a full response to the needs for expertise in a preventive workplace-oriented occupational health service."
(Source: Occupational Safety and Health in Developing Countries, Review of strategies, case studies and a bibliography, Christer Hogstedt and Bodhi Pieris http://www.niwl.se/arb/ accessed 12 June 2005)
It must be remembered that the WHO sees occupational safety as part of occupational health. From the case studies in the report it also becomes apparent that no formal educational structure or learning on occupational health and safety (OHS) exists in countries like Thailand, Malaysia, South East Asia, Central America, India, Zimbabwe and Costa Rica.
A conclusion can thus be drawn that South Africa is a leader in developing occupational health and safety qualifications in developing countries and can in this instance be compared to developed countries that have established a qualifications framework in a national as well as functional context. Such countries are most notably Australia, New Zealand and the United Kingdom.
South Africa has also taken the lead in dissemination of OHS knowledge and expertise through International conferences and seminars like NOSHCON, taking place annually in South Africa.
Our mining community has taken the lead in implementing legislation that would improve the education and training levels of all workers not only in general but in OHS specifically through the activities of the Mining Qualifications Authority (MQA). Most major mine houses are already implementing training programmes based on qualifications and unit standards developed by the MQA.
Although qualifications on frameworks in New Zealand, United Kingdom, and Australia, do not mirror our qualification design, the design of the qualification addresses equivalent areas of competence.
On the Australian framework, occupational health, safety and environment qualifications fall within the Vocational Education and Training sector, which recognises skills and knowledge that meet nationally endorsed industry/enterprise competency standards as agreed for those qualifications by the relevant industry, enterprise, community or professional group. The available qualifications also include literacy and numeracy, communication, working in teams (critical cross field outcome on the South African NQF), workplace technology, and industry specific competencies. Various programmes are available, including a Certificate III in Occupational Health and Safety, Certificate IV in Auditing Occupational Health and Safety Systems, Certificate IV in Occupational Health and Safety, and a Diploma of Occupational Health and Safety. Certificate III (equivalent to grade 12, South African NQF Level 4).
In the United Kingdom, an equivalent for the South African NQF Level 4 qualification does exist. A National Vocational Qualification Occupational Health and Safety at Level 3 (Grade 12 or NQF Level 4 equivalent in South Africa), is available. Other than these, health, safety and environmental issues are integrated within most other relevant qualifications, such as general science (equivalent to NQF Level 1 in South Africa), design, and engineering. In Scotland, two Vocational qualifications are provided, namely, Occupational Health and Safety Practice at Level 3, and Occupational Health and Safety Practice at Level 4.
The New Zealand NQF places occupational health and safety within the fields of Health, Manufacturing (Dairy Workplace Health and Safety) and Planning and Construction (Construction Health and Safety and Injury Prevention). The South African equivalent is in the field of Health, specifically Occupational Health and Safety. The South African NQF Level 4 is the equivalent of the New Zealand NQF Level 3. Two qualifications are registered in the field of Health, on the New Zealand NQF, namely, a National Certificate in Occupational Health and Safety (Co-ordination) (Level 4), and a National Certificate in Occupational Health and Safety (Workplace Safety) (Level 3).
Unit standards on the New Zealand NQF mostly start at the equivalent of our level four qualification, and include, but is not restricted to, the following:
Title, level and credits:
|This qualification can provide access to higher-level qualifications in the discipline of Occupational Hygiene and Safety, and in various industrial sectors and related sub-fields as most qualifications on the NQF require competence regarding this discipline. Thus, an access point is provided to, for example, qualifications in the Physical Planning and Construction, Manufacturing, Engineering and Technology and Business, Commerce and Management organising fields.
The qualification articulates horizontally with all NQF 4 registered qualifications and vertically with NQF Levels 3 and 5 qualifications.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|Assessors are required to:
|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||120341||Conduct a Task Analysis and take appropriate action to address identified risks||Level 4||NQF Level 04||4|
|Core||120345||Conduct an indoor air quality investigation and recommend appropriate remedial action||Level 4||NQF Level 04||5|
|Core||120348||Demonstrate knowledge and understanding of basic toxicological principles||Level 4||NQF Level 04||3|
|Core||120352||Demonstrate knowledge and understanding of human anatomy, physiology and pathology||Level 4||NQF Level 04||3|
|Core||120355||Demonstrate knowledge of airflow calculations and principles of airflow in a ventilation circuit||Level 4||NQF Level 04||2|
|Core||120357||Demonstrate knowledge of refrigeration principles and perform relevant calculations||Level 4||NQF Level 04||6|
|Core||120366||Demonstrate understanding of the implementation of occupational health, safety and environmental legislation in the work place||Level 4||NQF Level 04||9|
|Core||120368||Determine a fan characteristic curve, actual operating point and take appropriate action||Level 4||NQF Level 04||4|
|Core||120365||Evaluate extraction systems for efficiency and effectiveness||Level 4||NQF Level 04||3|
|Core||120369||Evaluate glare and recommend appropriate remedial action||Level 4||NQF Level 04||3|
|Core||120347||Measure characteristics of a noise source using an octave band frequency analyser and recommend appropriate remedial action||Level 4||NQF Level 04||3|
|Core||120364||Measure hazardous biological agents and recommend appropriate remedial action||Level 4||NQF Level 04||5|
|Core||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|
|Core||120349||Monitor and make recommendations on the application of health and safety principles regarding lifting equipment in the working place||Level 4||NQF Level 04||4|
|Core||120354||Monitor and make recommendations on the application of health and safety principles regarding pressure vessels and pressure systems in the working place||Level 4||NQF Level 04||4|
|Core||120342||Prepare, implement and co-ordinate a personal gravimetric sampling programme and determine exposure risk||Level 4||NQF Level 04||4|
|Core||120353||Demonstrate knowledge of fan operating points for different configurations and influencing factors||Level 5||Level TBA: Pre-2009 was L5||4|
|Core||120361||Monitor and make recommendations on the application of health and safety principles regarding the prevention of fires and protection systems in a working place||Level 5||Level TBA: Pre-2009 was L5||6|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||8973||Use language and communication in occupational learning programmes||Level 3||NQF Level 03||5|
|Fundamental||8970||Write 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||8974||Engage in sustained oral communication and evaluate spoken texts||Level 4||NQF Level 04||5|
|Fundamental||8975||Read 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||8979||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||8976||Write for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||120333||Conduct, report and follow up on a pre-use, safety and/or audit inspection||Level 3||NQF Level 03||5|
|Elective||13917||Indicate the role of a team leader ensuring that a team meets an organisation`s standards||Level 3||NQF Level 03||6|
|Elective||117877||Perform one-to-one training on the job||Level 3||NQF Level 03||4|
|Elective||9533||Use communication skills to handle and resolve conflict in the workplace||Level 3||NQF Level 03||3|
|Elective||14015||Collect and interpret data||Level 4||NQF Level 04||4|
|Elective||120363||Demonstrate knowledge pertaining to uncontrolled explosions||Level 4||NQF Level 04||4|
|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||242821||Identify responsibilities of a team leader in ensuring that organisational standards are met||Level 4||NQF Level 04||6|
|Elective||120367||Measure radon progeny using the batch method||Level 4||NQF Level 04||4|
|Elective||244518||Apply specialist incident investigation techniques to a specific incident in a work environment||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||244287||Conduct a baseline risk assessment and take appropriate action||Level 5||Level TBA: Pre-2009 was L5||7|
|Elective||244288||Demonstrate understanding of occupational health and safety legislation in the workplace||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||244283||Facilitate the development, implementation and maintenance of a Safety, Health and Environment management system||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||110526||Plan, organise, implement and control record-keeping systems||Level 5||Level TBA: Pre-2009 was L5||4|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|50063||Further Education and Training Certificate: Occupational Hygiene and Safety||Generic Provider - Field 09||Level 4||NQF Level 04||145||HW SETA||OQSF|
|79827||Further Education and Training Certificate: Occupational Hygiene and Safety: Mining and Minerals||Generic Provider - Field 09||Level 4||NQF Level 04||145||MQA||OQSF|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES:|
|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.