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: 

Use and care for medium voltage electrical test instruments 
SAQA US ID UNIT STANDARD TITLE
262924  Use and care for medium voltage electrical test instruments 
ORIGINATOR
SGB Generic Manufacturing, Engineering, Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Engineering and Related Design 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03 
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 
This unit standard will be useful to people who are required to use and care for high voltage electrical test instruments.

People credited with this unit standard are able to:
  • Explain the factors critical to using and caring for high voltage electrical test instruments.
  • Prepare to use and care for high voltage electrical test instruments.
  • Use high voltage electrical test instruments.
  • Care for high voltage electrical test instruments and prepare for operation. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Mathematical literacy NQF Level 2.
  • Communication NQF Level 2.
  • Use hand held test instruments.
  • Use relevant hand tools.
  • Read and interpret electrical diagrams.
  • Read and interpret manufacturers instructions.
  • Know the dangers associated with working in close proximity of electricity.
  • Know the treatment for electrical shock. 

  • UNIT STANDARD RANGE 
    The following scope and context applies to the whole unit standard and must include instruments designed for testing electrical installations operating at a voltage exceeding a 1000 Volt:
  • Insulation tester.
  • Phasing sticks.
  • Voltage detectors.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the factors critical to using and caring for high voltage electrical test instruments. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose of using and caring for high voltage electrical test instruments are explained in accordance with specified requirements. 

    ASSESSMENT CRITERION 2 
    The application and function of high voltage electrical test instruments is explained with reference to type of instrument and specified requirements. 

    ASSESSMENT CRITERION 3 
    The care and maintenance of the high voltage electrical test instruments is explained in accordance with the specified requirements. 

    ASSESSMENT CRITERION 4 
    The importance of using correct electrical test instruments for high voltage applications is explained with reference to safety, to person, equipment and loss of time. 

    ASSESSMENT CRITERION 5 
    The methods that are applied to determine if the high voltage electrical test instruments are safe for use are explained in terms of inspections, pre-tests and specified requirements. 

    ASSESSMENT CRITERION 6 
    Hazards and associated risks that are identified through specified risk assessment procedures and the actions to be taken should they be encountered are explained with reference to using high voltage electrical test instruments. 

    SPECIFIC OUTCOME 2 
    Prepare to use and care for high voltage electrical test instruments. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Permission is obtained in accordance with specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Permission refers to:
  • Permit.
  • Logbook entries.
     

  • ASSESSMENT CRITERION 2 
    The required personal protective equipment is selected, examined and used in a manner that protects the individual in accordance with specified requirements. 

    ASSESSMENT CRITERION 3 
    Tools, material and equipment required are selected, examined and transported in accordance with specified requirements. 

    ASSESSMENT CRITERION 4 
    The worksite is made safe for testing purposes in accordance with specified requirements. 

    ASSESSMENT CRITERION 5 
    Workplace hazards and associated risks are identified and dealt with in accordance with specified requirements. 

    ASSESSMENT CRITERION 6 
    The consequences of inadequate preparation are explained in terms of potential effect on the macro environment, occupational health, safety and production. 
    ASSESSMENT CRITERION RANGE 
    Consequences must include:
  • Permission.
  • Personal protective equipment.
  • Tools, material and equipment.
  • Making safe of worksite.
     

  • SPECIFIC OUTCOME 3 
    Use high voltage electrical test instruments. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Personal protective equipment is used in a manner that protects the individual in accordance with specified requirements. 

    ASSESSMENT CRITERION 2 
    The correct test instrument is selected in accordance with the task and specified requirements. 

    ASSESSMENT CRITERION 3 
    A pre-use inspection and test is carried out on the instrument in accordance with specified requirements. 

    ASSESSMENT CRITERION 4 
    Test instruments, which are unsafe or defective, are addressed in accordance with specified requirements. 

    ASSESSMENT CRITERION 5 
    The test is conducted according to specified requirements. 

    ASSESSMENT CRITERION 6 
    Hazards and associated risks directly related to the use of high voltage electrical test instruments are identified and addressed in accordance with specified requirements. 

    ASSESSMENT CRITERION 7 
    Interpersonal interaction is positive, consistent with specified requirements, promotes effective teamwork and avoids dysfunctional conflict. 

    ASSESSMENT CRITERION 8 
    The consequences of not using high voltage electrical test instruments in line with specified requirements are explained in terms of potential effect on the macro environment, occupational health, safety and production. 
    ASSESSMENT CRITERION RANGE 
    Consequences must include:
  • Use of personal protective equipment.
  • Selecting correct test instrument.
  • Inspecting and testing the selected instrument.
  • Dealing with unsafe or defective instruments.
  • Conducting the test.
  • Identification and control of work related hazards.
  • Interpersonal interaction.
     

  • SPECIFIC OUTCOME 4 
    Care for high voltage electrical test instruments and prepare for operation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The worksite is restored to normal operating state as per specified requirements. 

    ASSESSMENT CRITERION 2 
    High voltage electrical test instruments are cleaned, examined and stored in accordance with specified requirements. 

    ASSESSMENT CRITERION 3 
    Logbook entries and permits are completed in accordance with specified requirements. 

    ASSESSMENT CRITERION 4 
    The consequences of not caring for high voltage electrical test instruments and not preparing for operation in line with specified requirements are explained in terms of potential effect on the macro environment, occupational health, safety and production. 
    ASSESSMENT CRITERION RANGE 
    Consequences must include:
  • Restoring the worksite.
     


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

    The following embedded knowledge is addressed in an integrated way in the unit standard:
  • Report writing.
  • Health and safety knowledge.
  • Legal and site-specific requirements. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.

    Note: The ability of the candidate to identify sub-standard and hazardous conditions, assess and take appropriate action. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.

    Note: The ability and willingness of the candidate to accept and interpret work instructions correctly. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note: The ability of the candidate to indicate what methods, tools and personal protective equipment is required and communicate to fellow workers his/her intentions and assistance required. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note: The ability of the candidate to reconcile the information from visual and physical examinations and constantly evaluate the changing situation. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.

    Note: The appropriate communication with the relevant personnel with regard to the reporting of hazards and sub-standard conditions will indicate his/her proficiency in effective communication. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.

    Note: The ability of the candidate to use test equipment illustrates his/her capability to use science and technology. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

    Note: The ability of the candidate to identify and refer anomalous behaviour to a specialist confirms understanding that a specific observation, inference, action or
    decision can have a devastating effect. 

    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 to Assessors:

    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into
    work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    Terminology:

    Specified Requirements:

    Specified requirements include legal and site-specific requirements and are contained in one or more of the following documents:

    Legal:
  • Relevant Acts: e.g. Mine Health & Safety Act, 1996 (Act no 29/1996).
  • Minerals Act, Regulations, 1991 (Act no 50/1991).
  • Mandatory Codes of Practice.
  • SANS and other relevant Standards.
  • Chief Inspector of Mines' Directives and instructions.

    Site Specific:
  • Hazard Identification and Risk Assessments (HIRA).
  • Occupational Health and Safety Risk Management Programme.
  • Managerial Instructions.
  • Mine Standard Procedures.
  • List of Recorded OH&S Risks.
  • Working Guides.
  • Equipment and Materials Specifications. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  72051   National Certificate: Electrical Engineering  Level 3  NQF Level 03  Passed the End Date -
    Status was "Registered" 
    2013-11-07  As per Learning Programmes recorded against this Qual 


    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.
     
    NONE 



    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.