SAQA 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 UNIT STANDARD: 

Engage in fire safety and public education activities 
SAQA US ID UNIT STANDARD TITLE
115224  Engage in fire safety and public education activities 
ORIGINATOR
SGB Fire and Rescue 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Cleaning, Domestic, Hiring, Property and Rescue Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
Brief description of competence
The qualifying learner achieving this unit standard will be able to perform activities that reduce the risks of loss due to fire through hazard identification, inspection and education.

Benefit to the learner
The learner will have skills essential to a career in fire fighting.

Broader benefit of competent practitioners
Competent qualifying learners will assist emergency services and the public to reduce loss of life and property due to fire. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that anyone wishing to enter a programme leading to this unit standard will already be competent at communication and mathematical literacy at NQF level 3 or equivalent. 

UNIT STANDARD RANGE 
Where necessary, range statements have been included under specific outcomes, assessment criteria or essential embedded knowledge. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Assist a target audience to identify life and fire safety hazards in their own context. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
A target audience is given the skills to recognise life and fire safety hazards in their own context. 

ASSESSMENT CRITERION 2 
In any specified context, specific life and fire safety hazards are identified. 

SPECIFIC OUTCOME 2 
Assist a target audience to consider options and take actions to minimise loss of life. 
OUTCOME NOTES 
Assist a target audience to consider options and take actions to minimise life and fire safety hazards. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
In any specified context, appropriate recommendations are made for actions and precautions to reduce fire and life hazards. 

ASSESSMENT CRITERION 2 
A target audience is given a range of possible actions and precautions to reduce fire and life hazards. 

ASSESSMENT CRITERION 3 
A target audience is assisted to identify appropriate authorities for their own context. 

SPECIFIC OUTCOME 3 
Present life and fire safety information to the public. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
A target audience is analysed and an appropriate mode selected in which to communicate information. 

ASSESSMENT CRITERION 2 
The selected mode of communication is used and adapted as the intervention with a target audience takes place. 

ASSESSMENT CRITERION 3 
Use is made of available materials, equipment or other training aids to make the communication and intervention more effective. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor/moderator with the relevant ETQA.
  • Such registration assumes that the assessor has both ETDP competence as well as substantial functional competence in the relevant area of practice.
  • This point leads to the assumption that any assessor assessing this unit standard is not relying simply on the content of the unit standard to guide their practise. Rather the assessor is drawing on a wealth of experiential knowledge for which this unit standard provides a quality benchmark.

    Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Such accreditation assumes that the institution has access to relevant resources and staff with a substantial functional competence in the relevant area of practice.
  • This point leads to the assumption that any person providing education or training leading to this unit standards is not relying simply on the content of the unit standard to guide their practise. Rather the trainer/educator is drawing on a wealth of experiential knowledge for which this unit standard provides a quality benchmark.

    Assessment and moderation of assessment will be overseen by the relevant ETQA according to:
  • The ETQA's policies and guidelines
  • Agreements reached concerning assessment and moderation between ETQAs (including professional bodies) 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Fire safety inspection procedures
  • Message structuring in order to communicate
  • Basic modes of communication
  • Relevant referral agencies 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    Plan and organise activities,
    By designing, implementing and evaluating a life and fire safety intervention with a specified target audience. 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and organise information
    By assessing information about a target audience and the context within which their life and fire safety concerns are shaped. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate
    By communicating with a target audience in order to pass on life and fire safety messages and to build the capacity of the audience to improve the safety of their own context. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes about assessment

    Assessment of this unit standard should focus on signing off a learner as competent against the competence described in the purpose statement at the beginning of the standard. The implication of this is that no part of this unit standard is a mini-competence in and of itself, but is rather part of the bigger competence described in the purpose statement. The parts should be seen to be pieces of a jigsaw puzzle none of which make sense by themselves, and each one of which affects the others.

    For this reason, assessment criteria in this unit standard should be seen as orientated towards the standard as a whole. This does not mean that assessors should not check that a learner is competent at each outcome, but that they should not necessarily check this separately for each outcome. Similarly, assessors are encouraged not to assess essential embedded knowledge and critical cross-field outcomes separately.

    As each situation is different, it will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:
    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions.
    Product sample - examine the outcomes previously produced by the practitioner.
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment.
    Questioning (verbal or written) - ask relevant questions linked to the unit standard.
    Testimony - collect a portfolio of evidence from suitable people, e.g. report from a third party.

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    By checking for applied competence and critical cross-field competence as described below, the assessor must design a holistic assessment focused at the competence described in the purpose statement of this unit standard

    The learner must demonstrate applied competence in the following way:

    The learner must demonstrate an ability to consider a range of options and make decisions about:
  • The nature of a target audience and the appropriate information, modes of communication and training aids to use in order to best communicate.

    The learner must demonstrate an understanding of:
  • Fire safety inspection procedures
  • Message structuring in order to communicate
  • Basic modes of communication
  • Relevant referral agencies

    The learner must demonstrate an ability to learn from her/his actions and to adapt to changes by:
  • Reflecting on their own practice, and adapting and modifying it accordingly.
  • Reflecting on their own patterns of learning and creating opportunities for future learning. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  57803   Further Education and Training Certificate: Fire and Rescue Operations  Level 4  NQF Level 04  Reregistered  2023-06-30  LG SETA 
    Elective  79246   Further Education and Training Certificate: Wild Land Fire Fighting  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 
    Elective  48855   National Certificate: Emergency Services Operations  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-02-18  Was LG SETA until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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. AfroXpert Performance Developement cc 
    2. Agisanang SA Training 
    3. All Access Holdings 
    4. ASARA Training Academy(Pty) Ltd 
    5. Asiphokuhle Training and Research Institute 
    6. Buffalo City Fire & Emergency Services Trainig Academy 
    7. City of Johannesburg Emergency Services Training Academy 
    8. Ekurhuleni Metropolitian Municipal Emergency Services Training Academy 
    9. ENB Training Service(PTY)Ltd 
    10. Envirogreen 
    11. Ethekwini Fire and Disaster Management Services 
    12. ETS Emergency Training Solutions (PTY) LTD 
    13. Fire Protection Association of Southern Africa 
    14. Goldfields Emergency Fire Services Training Academy 
    15. IQ Skills Academy (PTY) LTD. 
    16. K Shabangu FET College 
    17. Kgolo Institute 
    18. Khara Hais Local Municipality/Emergency Services Training Academy 
    19. KHOSITHI TRAINING 
    20. Legal Environment Safety & Health Requirements cc 
    21. Leronsa Trading Enterprise 
    22. Letlhokoa Management Services CC 
    23. LO Tantsi Fire Consultants CC. 
    24. Mangaung Municipality - Fire 
    25. Mass Computer Training And Printers 
    26. Matsila Holdings 
    27. Misol Projects cc 
    28. Mortarboard Training Solutions 
    29. Nelson Mandela Fire,Emergency & Rescue Service Training Centre 
    30. NIRVANA OCCUPATIONAL SAFETY & RESCUE TRAINING 
    31. Ntsangalala Business Enterprise 
    32. Pioneer Business Consulting 
    33. PTDEV (Pty) Ltd 
    34. Rescu-Life Africa (Pty) LTD. 
    35. Riverport Training Academy 
    36. RLSTP Training & Development (PTY) LTD. 
    37. RUSTENBURG EMERGENCY AND DISASTER MANAGEMENT SERVICES TRAINING ACADEMY 
    38. SASOL GLOBAL LEARNING 
    39. Sasol Secunda - Emergency Management Training Academy 
    40. Sekhukhune District Municipality EMS Training Academy 
    41. St Francis Fire & Safety Learning Academy 
    42. Survivor Fire and Rescue Training College 
    43. TCEP (Pty) Ltd 
    44. Thubelihle Graduate Institute 
    45. Thuto Lere Community Empowerment Programme 
    46. Tlokwe City Council Fire Brigade Services Training Centre 
    47. Tshwane Leadership & Management Academy/Tshwane Metro Police 
    48. Tshwane Training Institute (PTY) LTD. 
    49. Umbuso Training Services 
    50. Vhutshilo Health And Training Organisation 
    51. Vicmat Consultants 
    52. Zanda Izifiso Ezinhle 



    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.