|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|
|REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:|
|Further Education and Training Certificate: Laboratory Analysis|
|SAQA QUAL ID||QUALIFICATION TITLE|
|58952||Further Education and Training Certificate: Laboratory Analysis|
|Chemical Industries SGB|
|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 06 - Manufacturing, Engineering and Technology||Manufacturing and Assembly|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||140||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
Passed the End Date -
Status was "Registered"
|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 is replaced by:
|Qual ID||Qualification Title||Pre-2009 NQF Level||NQF Level||Min Credits||Replacement Status|
|64950||Further Education and Training Certificate: Laboratory Analysis||Level 4||NQF Level 04||140||Complete|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
This qualification is aimed at the learner who wants to obtain the skills in laboratory analysis and will contribute/comply with quality control processes in the laboratory. It is also aimed at the learner who already has the mentioned skills, but wants to obtain national recognition for these competencies through a process of Recognition of Prior Learning (RPL).
The qualification provides the learner with accessibility to be employed in a laboratory environment and provides the flexibility to pursue a further career in quality assurance with broad articulation within the different areas of manufacturing and assembly, fabrication and extraction, physical sciences life sciences, environmental sciences, earth and space sciences sub-fields.
The qualification will allow the learner to gain an understanding of the implication that the laboratory test results have on the operation. And will therefore enhance the status, productivity and employability of the learner within industry as well as contribute to quality, production rate and growth. This would allow for access, progression, portability and mobility within and between the different industrial sectors.
The FETC: Laboratory Analysis will produce competent learners who are able to contribute to improved productivity and efficiency within industry. Through the employment of competent personnel, employers and the industry have confidence that this critical work in the industry is efficiently carried out.
The qualification also provides the basis upon which further related learning and career development can take place. Learners are expected to benefit by enhanced career opportunities and earning potential that will also benefit the local community and the economy.
Qualifying learners will:
Have an understanding of laboratory practice and analysis:
The F.E.T.C. Laboratory Analysis qualification is the result of needs expressed by industry stakeholders. There is a definite need from industry (employers and employees) for a higher-level qualification in laboratory analysis to address training needs in laboratory techniques and quality assurance as well as a qualification that would provide access to the Higher Education Band and specifically laboratory analysis on NQF Level 5.
This qualification reflects the workplace-based need regarding laboratory practices, specifically towards analytical techniques in the laboratory environment. There is also a critical need in industry to identify people who are able to comprehend and conduct the essential operations associated with:
The laboratory analysis industry is well established in South Africa and its success is dependant upon efficient laboratory practices. Achievement of this objective is largely dependant upon the competence, recognised by this qualification, of the people who perform laboratory analysis using a range of sophisticated instruments and equipment. An adequate number of people with these skills are needed to ensure that the production units in South Africa operate productively.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Specific laboratory skills that should be in place upon commencement of the qualification include:
> Preparation of basic reagents.
> Basic instrumental techniques and procedures
> Use of vacuum systems (ovens, vacuum desiccators and Buchner flasks).
> Basic non-instrumental (physical) testing using tubes.
> Heating and cooling principles for the laboratory
> Knowledge of purpose and function of the laboratory
Embedded knowledge upon commencement of the qualification includes:
Recognition of Prior Learning:
Recognition of prior learning must be carried out in accordance with the policy and rules specified and used by the ETQA responsible for evaluation of people seeking RPL for a part of the whole qualification.
Access to the qualification:
Access is open to anyone with access to learning opportunities and work experience on an appropriate selection of systems. The learning assumed to be in place is essential to the learning specified in this qualification. If the learner is not yet competent in this regard the shortfalls must be addressed prior to commencing with learning specified in this qualification. This is necessary to ensure the safety of the learner, co-workers, the production process and the environment.
Access for learners with disabilities is dependant on the:
|RECOGNISE PREVIOUS LEARNING?|
In the compulsory Fundamental Component of the qualification, a learner must demonstrate his/her competence in the 20 credits in the field of Literacy in a first language at NQF level 4, 20 credits in the field of Literacy in a second language at NQF level 3 plus 16 credits in the field of Mathematical Literacy. In the Fundamental Component the learner must therefore demonstrate his/her competence in a total of 56 credits.
The unit standards in the compulsory Core Component of the qualification reflect the skills and competencies needed for building expertise in the laboratory environment where skills in analytical techniques, quality assurance and occupational health and safety and environment requirements are necessary. In the Core Component, the learner must demonstrate his/her competence in the total of 60 credits.
A minimum of 24 credits is to be chosen from the Elective Unit Standards so as to attain a minimum of 140 credits to complete the Qualification.
Mining and Minerals specialisation (Learning Programme ID 61329):
The Elective component of the qualification consists of Group A and B; each with its own set of Unit Standards.
Learners must choose at least 2 unit standards from Group A.
Group A: Instrumentation Elective Unit Standards (Choose at least 2 Unit standards):
Learners are to choose Elective Unit Standards from Group B to complete the minimum credits required to achieve the Qualification.
Group B: General Elective Component:
|EXIT LEVEL OUTCOMES|
|When the exit level outcomes for the qualifications were developed, each critical cross-field outcome and the specific skills covered by the qualification was considered and included in the exit level outcomes for the qualification so that these outcomes reflect both in an integrated manner. In terms of process, the exit level outcomes were established first and were based on a skills profile of an operator in that field at that level.
1. Maintain and apply safety and quality practices in the relevant laboratory.
2. Perform relevant routine analysis in the laboratory.
3. Plan and organise own tasks and activities in relation to the laboratory's schedules and requirements.
Critical Cross-Field Outcomes:
Each critical cross-field outcome was considered in terms of its applicability to each of the specific outcomes for each unit standard. Where it was found to be applicable, the nature of the skills being developed was specified by the working group and captured in the standard.
Critical cross-field outcomes are assessed per unit standards and are part of all exit level outcomes.
Critical cross-field outcomes have been addressed by the exit level outcomes as follows:
While performing integrated laboratory analyses qualifying learners can:
Identify and solve problems in which response displays that responsible decisions, using critical and creative thinking, have been made by:
Work effectively with others as a member of a team, group, organisation or community by:
Organise and manage oneself and one's activities responsibly and effectively by:
Collect, analyse, organise and critically evaluate information by:
Communicate effectively by using mathematical and/or language skills in the modes of oral and/or written presentations by:
Use science and technology effectively and critically, showing responsibility towards the environment and health of others by:
Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation by:
Contribute to the full personal development of each learner and the social and economic development of the society at large by:
|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:
The applied competence (practical, foundational and reflexive competencies) of this qualification will be achieved if a candidate is able to achieve all the exit level outcomes of this qualification.
Appropriate methods and tools must be used to assess practical, foundational and reflexive competence of the learner in all the exit level outcomes listed above, as well as to determine a learner's ability to solve problems, work in a team, organize him/herself, use applied science, and understand the implications of actions and reactions in the world as a set of related systems. Such an assessment process will determine development of the whole person, and the integration of applied knowledge and skills.
Assessors should develop, conduct, and ensure integration of, assessment by making use of a range of formative and summative assessment methods against the unit standards that make up the qualification. Combinations of applied, foundational and reflective competencies, including critical cross-field outcomes, should be assessed wherever possible.
Moderators should ensure that assessment is valid, consistent and integrated into work or learning, and that there is sufficient and authenticated evidence of learner competence against the whole qualification.
|An extensive international comparability was done which included the United States of America, Australia, New Zealand, Germany, Britain and relevant African countries.
African countries with laboratory facilities (including SADC countries) were scanned for applicable qualifications or training programmes and the chairperson of the CISGB, Delysia Timm, contacted a range of laboratory-related people in the context of Africa as a whole. The only response received was from Dr Rhonest Ntayia, Head of KEPHIS Analytical Laboratories in Nairobi, Kenya (firstname.lastname@example.org.).
From his response and further research it has been found that the training offered to learners in Eastern and Central Africa by KEPHIS Analytical Laboratories in Nairobi, Kenya is regarded as world-class and the organisation has a good reputation for training delivery. The training programmes offered by KEPHIS include training on equipment repair, servicing and maintenance, analytical sampling techniques, health and safety, quality assurance. The content and purpose of the F.E.T.C: Laboratory Analysis compares well with what is offered by KEPHIS.
A comparison with the British qualification was included, because the British laboratory systems are very well developed and the NVQ is an educational structure comparable to the NQF. An internet search revealed that the NQF Level 4 NVQ in Laboratory and Associated Technical Activities consists of mandatory and optional units.
The mandatory units include occupational health and safety, teamwork, quality and work organisation. The learner is allowed to choose from optional units that range from self-management, financial management, writing technical reports, investigations and small scale processing to running technical projects and teaching activities. It is clear that the emphasis of this qualification is not on laboratory analysis and practice using advanced instrumentation as is the case with the new South African qualification.
A comparison with the Australian qualification was included because the AQF is an educational structure comparable to the NQF and the Australian approach to laboratory practice seems to be similar to the South African approach. An internet search of the AQF revealed that the Australian Certificate Ill and IV (Laboratory Skills and Laboratory Technology respectively) are registered on the AQF. There are no relevant registered qualifications in the lower levels. In each level there are 5 compulsory core units in communication, safety, quality and work procedures and the learner is allowed a choice of between 7 (level 3) and 11 (level 4) elective unit standards in domains comparable to the local qualification, e.g. laboratory practice, performing basic tests, calibrations, a range of sampling units, medical and pathological laboratory procedures, maintaining and controlling stocks, routine instrumentation units, etc.
From this analysis it is clear that the proposed South African qualification places a greater emphasis on the use of advanced instrumentation in the laboratory environment, although the unit standards in the core component are similar to those of the NQF Level IV Australian qualification.
A comparison with the New Zealand qualification was included because the NZQA is an educational structure comparable to the NQF. The research in the NZQA showed that the New Zealand Qualifications Authority has registered the following related qualifications:
Certain generic unit standards in both qualifications relating to laboratory techniques compare well with the choice of generic standards in this qualification e.g. coaching, basic principles of High Performance Liquid Chromatography, chromatography, and wastewater monitoring. Other standards were too specific with regard to the context and scope for comparisons to be done.
The following unit standards registered by the NZ authority also relates directly to this qualification:
The majority of the other standards on the New Zealand Qualifications Authority apply directly to dairy, electrical, film, animal and food laboratories.
An internet search of USA sites revealed a number of courses and programmes, which are not outcomes based. They are:
A course called, Laboratory Training Experience, was found during the USIDNET search. The programme however is for learning in the field of Primary Immune Deficiency Diseases, so is not applicable.
The above courses and programmes contain similar laboratory process content as this South African qualification, but they were applicable to various other unrelated contexts.
The F.E.T.C. Laboratory Analysis Qualification compares well with the best international qualifications and training programmes offered. The core and elective content incorporated in the qualification will serve to support qualifying learners to make better informed, autonomous decisions within a more compact timeframe than international learners and will increase transportability of the qualification considerably.
It can be stated that this qualification includes much of the learning that is offered in all similar courses, programmes/qualifications offered internationally. It would be fair to say therefore that this qualification compared favourably with those chosen in this benchmark exercise.
|Horizontal articulation can occur with the following registered NQF Level 4 qualifications:
The generic knowledge and expertise enables the learner to progress vertically in a range of other laboratory and quality assurance-related qualifications or to develop a career where knowledge of laboratory practice is necessary.
Vertical articulation is possible with:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|In order to assess this qualification, the assessor needs:
|This qualification has been replaced by 64950, which is the Further Education and Training Certificate: Laboratory Analysis, NQF Level 4, 140 credits.
This qualification was registered with the old Laboratory Practice unit standards, which no longer reflect current practice. The incorrect unit standards have been replaced by ones that reflect current practice, and are now used in the replacement qualification.
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||110421||Maintain stock levels of equipment, reagents and consumbles required by the laboratory||Level 4||NQF Level 04||12|
|Core||13224||Monitor the application of safety, health and environmental protection procedures||Level 4||NQF Level 04||4|
|Core||246451||Perform gravimetric analyses||Level 4||NQF Level 04||6|
|Core||9627||Perform titrimetric analysis||Level 4||NQF Level 04||3|
|Core||110204||Prepare and verify standards for quantitative analytical measurements||Level 4||NQF Level 04||11|
|Core||246436||Understand and apply chemical principles||Level 4||NQF Level 04||8|
|Core||246438||Understand and apply principles of physics||Level 4||NQF Level 04||8|
|Core||110464||Monitor the quality system in the laboratory||Level 5||Level TBA: Pre-2009 was L5||8|
|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||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||12153||Use the writing process to compose texts required in the business environment||Level 4||NQF Level 04||5|
|Fundamental||119459||Write/present/sign for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||110382||Determine the calorific value of a substance||Level 3||NQF Level 03||5|
|Elective||9637||Determine the conductance of a liquid by means of a Conductivity meter||Level 3||NQF Level 03||2|
|Elective||9628||Determine the gold fineness of gold bullion by the re-inquartation and parting procedure||Level 3||NQF Level 03||4|
|Elective||9636||Determine the pH of a liquid by means of a pH meter||Level 3||NQF Level 03||2|
|Elective||9747||Determine the precious metal content of an assayed sample by high temperature cupellation and weighing||Level 3||NQF Level 03||7|
|Elective||110431||Determine the presence of bacteria in samples||Level 3||NQF Level 03||3|
|Elective||9742||Dissolve solid samples for analysis||Level 3||NQF Level 03||5|
|Elective||117877||Perform one-to-one training on the job||Level 3||NQF Level 03||4|
|Elective||9630||Quantify analyte concentrations in prepared samples by means of Flame Atomic Absorption Spectroscopy||Level 3||NQF Level 03||15|
|Elective||9751||Quantify analyte concentrations in prepared samples by means of Ultraviolet-Visible Spectrophotometry||Level 3||NQF Level 03||6|
|Elective||110119||Quantify Sulphur and /or carbon by means of a combustion furnace and titration method||Level 3||NQF Level 03||5|
|Elective||246435||Analyse samples quantitatively by means of X-ray spectrometry (Aztec)||Level 4||NQF Level 04||5|
|Elective||110378||Determine the composition of a substance by Gas Chromatography [GC]||Level 4||NQF Level 04||13|
|Elective||110201||Determine the concentration of a substance by Ion Chromatography [IC]||Level 4||NQF Level 04||13|
|Elective||246462||Determine the microbiological quality of samples in a laboratory environment||Level 4||NQF Level 04||8|
|Elective||123281||Evaluate the microbiological quality of a food product as indicated by the presence of the pathogens Staphylococcus aureus(S. aureus) and Salmonella||Level 4||NQF Level 04||6|
|Elective||11038||Identify and quantify the petrographic characteristics of coal materials by means of a microscope||Level 4||NQF Level 04||13|
|Elective||110009||Manage administration records||Level 4||NQF Level 04||4|
|Elective||246456||Perform intermediate non-instrumental (physical) testing in a laboratory environment||Level 4||NQF Level 04||8|
|Elective||110388||Quantify analyte concentrations in prepared samples by high performance liquid chromatography [HPLC]||Level 4||NQF Level 04||13|
|Elective||9750||Quantify analyte concentrations in prepared samples by means of Graphite Furnace Atomic Absorption Spectroscopy||Level 4||NQF Level 04||3|
|Elective||246439||Quantify analyte concentrations in prepared samples by means of hydride generation atomic absorption spectroscopy||Level 4||NQF Level 04||11|
|Elective||9748||Quantify analyte concentrations in prepared samples by means of Inductively Coupled Plasma Optical Emission Spectrometry||Level 4||NQF Level 04||12|
|Elective||246432||Quantify analyte concentrations in prepared samples by means of Infrared Spectrophotometry||Level 4||NQF Level 04||3|
|Elective||9743||Quantify analyte concentrations in prepared solid samples by means of Emission Spectroscopy||Level 4||NQF Level 04||12|
|Elective||9749||Quantify analyte concentrations in samples by means of X-Ray Fluorescence Spectrometry||Level 4||NQF Level 04||9|
|Elective||11033||Quantify analyte content by precipitation gravimetry||Level 4||NQF Level 04||5|
|Elective||246434||Validate and verify analytical data||Level 4||NQF Level 04||6|
|Elective||115753||Conduct outcomes-based assessment||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||10631||Demonstrate an understanding of manufacturing, principles, methodologies and processes||Level 5||Level TBA: Pre-2009 was L5||7|
|Elective||110425||Demonstrate knowledge required to effectively monitor water quality||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||246433||Perform advanced instrumental techniques in a laboratory environment||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||246444||Reduce samples or material by means of hydrogen reduction||Level 5||Level TBA: Pre-2009 was L5||3|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|61329||Further Education and Training Certificate: Laboratory Analysis: Mining and Minerals||Generic Provider - Field 06||Level 4||NQF Level 04||140||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.