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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|National Certificate: Fossil Power Plant Operation|
|SAQA QUAL ID||QUALIFICATION TITLE|
|23678||National Certificate: Fossil Power Plant Operation|
|SGB Power Plant Operations|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|EWSETA - Energy and Water Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|National Certificate||Field 06 - Manufacturing, Engineering and Technology||Manufacturing and Assembly|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||183||Level 4||Level TBA: Pre-2009 was L4||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 is replaced by:
|Qual ID||Qualification Title||Pre-2009 NQF Level||NQF Level||Min Credits||Replacement Status|
|103261||Occupational Certificate: Fossil Power Plant Operator||Not Applicable||NQF Level 05||541||Complete|
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
|Learners obtaining this qualification will be recognized on a national level for performing operational activities on Fossil Steam Generator (boiler) and Steam driven Turbo generator auxiliary systems/processes and related equipment. The qualification will ensure professionalism, proficiency and excellence in the operating of fossil power plants. It will also assist in changing perceptions on the status and functional levels of operators in the work place. The qualification will provide the operators with pride, self worth and enhance their morale.
Worth to the employer will be manifested in the competence of the employee in terms of safe, sound and efficient operations performed by the operator. This qualification will provide for recognition of prior learning of existing operators` competence throughout the industry and allowed credits to be obtained in cross- functional learning fields.
The qualification will provide the foundational requirements for mobility and vertical progression into fossil power plant control.
A person acquiring this qualification will have skills, knowledge and behavioural competence in the following areas:
7. Rationale of the qualification
This qualification is based on the industry needs in building competences in the workplace for Fossil Power Plant Operator. The qualification therefore sets national standards for field operators on Steam Generators (Boiler) and Steam driven Turbo Generators on Fossil fired Power Plants.
This qualification provides the learner with accessibility primarily to be employed within the functional areas of fossil fired power plants but does not exclude horizontal movement to other power utilities.
Other considerations in national interest addressed by this Qualification are:
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
Learners should also be competent in:
Recognition of prior learning (RPL)
This qualification will be achieved in part through recognition of prior learning for those qualifications previously issued by the ESKOM AND ALLIED INDUSTRIES TRAINING BOARD (EAITB), i.e. Power Plant Operator Certificate. (Currently being issued by the ENERGY SETA)
Any other evidence of prior learning should be assessed through formal RPL processes to recognise achievement thereof.
|RECOGNISE PREVIOUS LEARNING?|
|This Certificate is made up of a combination of learning outcomes that have a defined purpose and will provide the learner with applied competence and a good foundation for further personal development in continuous process plant operations.
Minimum credits required to complete this qualification are 183 which is the sum of fundamental and core credits. Electives may be selected to meet specific industry needs, but are not required for award of this qualification.
The credits relate directly to the purpose of the Qualification with maximum portability between power utilities.
|EXIT LEVEL OUTCOMES|
|1. Solve complex problems through the application of mathematics in a variety of contexts.
2. Communicate effectively in first and second language in the workplace.
3. Display understanding of leadership concepts related to Power Plant Operations.
4. Demonstrate knowledge and understanding of the fundamentals of Power Plant Engineering Concepts related to steam and power generation.
5. Demonstrate knowledge of regulatory requirements associated with power plant operation.
6. Operate Steam and Turbo generator processes within safe operating parameters.
7. Perform basic functions on a stand alone computer.
Exit points for learners who do not complete the Qualifications
Critical cross-field outcomes:
This qualification addresses the following critical cross-field outcomes, as detailed in the assessment criteria for each exit level outcome and within the unit standards associated with each exit level outcome:
1. Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made.
2. Working effectively with others as a member of a team, group, organisation or community.
3. Organising and managing oneself and one`s activities responsibly and effectively.
4. Collecting, analysing, organising and critically evaluating information.
5. Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion.
6. Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
7. Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
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:
1. Reflecting on and exploring a variety of strategies to learn more effectively.
2. Participating as responsible citizens in the life of local, national and global communities.
3. Being culturally and aesthetically sensitive across a range of social contexts.
4. Exploring education and career opportunities; and developing entrepreneurial opportunities.
|ASSOCIATED ASSESSMENT CRITERIA|
|1.1 Problems identified using appropriate techniques.
1.2 Problem solving strategies are appropriate to the problems at hand in real work situations.
1.3 Root causes identified and solutions derived are appropriate to the problems.
1.4 Problem solving approach is communicated in a clear and structured manner using appropriate terminology.
1.5 Solutions are validated in terms of the problem situation.
1.6 Technology is used effectively to assist in problems solving as required
2.1 Language structure and features are applied effectively to accommodate workplace requirements.
2.2 Appropriate media is used to communicate in a clear and structured manner.
2.3 Media used for communications contributes to effective communication.
2.4 Communication barriers are identified and addressed as appropriate to the situation
2.5 Text in written and oral communication interpreted against set standards.
3.1 The role of self management is explained within the context of transformational leadership.
3.2 The role of management practices is explained within the context of transformational leadership.
3.3 Leadership attributes are integrated to meet the strategic intent within the organisation.
3.4 Understanding of leadership concepts contributes to the safe, efficient and effective operation of power plants.
4.1 Knowledge is demonstrated of the application of power plant engineering concepts within the context of steam and power generation plant operations.
4.2 Applications of knowledge are suited for problem solving on the process plant.
4.3 Equipment design and application theories are described within the context of their application.
4.4 Explanations provided of Power Plant Engineering concepts are consistent with established literature and engineering conventions.
4.5 Applications of knowledge contribute towards the safe and effective operation of plant processes.
5.1 Regulatory requirements in workplace procedures are described and interpreted within the context of the Occupational Health and Safety Act
5.2 Non-compliance to statutory requirements is described in terms of the potential impact on the micro environment.
5.3 Interrelations between related regulatory requirements are described in terms of standard operating procedures.
6.1 Plant operations are performed according to operating standards.
6.2 Out of normal emergency conditions are identified and acted upon using Power Plant Engineering Principles.
6.3 Interrelation of Steam and Turbo generator processes are interpreted and contextualised within Power Generation.
6.4 Principles of teamwork are applied according to operational requirements.
7.1 Basic functions on a stand alone computer support Power Plant operational communication activities.
7.2 Structure and format of communications via computer meet organisational standards.
7.3 Basic functions are performed in line with manufacturer`s guidelines.
The applied competence (practical, foundational and reflective competencies) of this qualification will be achieved if a learner is able to achieve all exit level outcomes of the qualification as per the rules specified. Applicable critical cross field outcomes must be assessed during any combination of practical, foundational and reflexive competencies assessment methods and tools to determine the whole person development and integration of applied knowledge and skills.
Assessment criteria for formative assessment are described in the various unit standards. Formative assessment takes place during the process of learning and assessors should use a range of appropriate assessment methods and tools that assesses competence holistically.
These methods include but not limited to the following:
The assessment tools and methods used by the assessor must be:
Summative assessment is carried out at the end of each meaningful competence level achieved by the learner. A detailed portfolio of evidence is required to prove the practical, foundational and reflective competencies of the learner.
Assessors and moderators:
Work place assessors should develop and conduct integrated assessments by using appropriate methods and techniques.
Moderation to be done according to laid down requirements.
|The qualification is based on a study conducted by ESKOM on various European countries with leading power producers. The German model (with minor changes) was adopted as the basis for this qualification. Operator qualifications after this were registered under the manpower-training act and accredited by the ESKOM and Allied Industries Training Board (EAITB). This qualification was further developed to meet the SAQA requirements for registration.|
|This qualification provides the learner with the flexibility to pursue different careers in the power generation industry. The level of flexibility within the range of elective utilities (hydro, nuclear, fossil and electrical control) will allow the individual to pursue further learning within those development areas. Other articulation fields could be the following: human resource development, process engineering, functional supervision, system specialization, quality assurance and health and safety.|
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|The assessor must be:
|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||14037||Demonstrate knowledge and understanding of heat exchange equipment used in a process plant||Level 3||NQF Level 03||2|
|Core||14062||Demonstrate Knowledge of Safe Entry into Prohibited and/ or Restricted Areas||Level 3||NQF Level 03||2|
|Core||10574||Demonstrate knowledge of Steam Generator design and application||Level 3||NQF Level 03||6|
|Core||14065||Demonstrate knowledge of steam turbines design and application||Level 3||NQF Level 03||6|
|Core||14898||Operate Fossil Fired Steam Generator and Combustion Air and Flue Gas Systems||Level 4||NQF Level 04||8|
|Core||14905||Operate Fossil Fired Steam Generator Auxiliary Systems||Level 4||NQF Level 04||9|
|Core||14901||Operate Fossil Fired Steam Generator for Fuel Firing System||Level 4||NQF Level 04||13|
|Core||14903||Operate Fossil Fired Steam Generator Spray Water System||Level 4||NQF Level 04||2|
|Core||14896||Operate Fossil Fired Steam Generator Water and Steam System||Level 4||NQF Level 04||11|
|Core||11944||Operate Steam Turbine Condensate System||Level 4||NQF Level 04||8|
|Core||14059||Operate Steam Turbine Condenser Air Evacuation Systems||Level 4||NQF Level 04||6|
|Core||14880||Operate Steam Turbine Feedwater Storage, Heating and Pumping Systems||Level 4||NQF Level 04||12|
|Core||14881||Operate Steam Turbine Steam Systems||Level 4||NQF Level 04||10|
|Core||13724||Operate Turbo-Generator Auxiliary Systems||Level 4||NQF Level 04||3|
|Core||13721||Operate Turbo-Generator Cooling Systems||Level 4||NQF Level 04||12|
|Core||13720||Operate Turbo-Generator Oil Systems||Level 4||NQF Level 04||9|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||14063||Apply Self Management through the Concepts of Positive Self-esteem and Resiliency||Level 3||NQF Level 03||2|
|Fundamental||8972||Interpret a variety of literary texts||Level 3||NQF Level 03||5|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||14060||Understand transformational leadership||Level 3||NQF Level 03||5|
|Fundamental||8970||Write texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||7465||Collect and use data to establish complex statistical and probability models and solve related problems||Level 4||NQF Level 04||5|
|Fundamental||7484||Describe, represent, analyse and explain changes in shape and motion in 2- and 3-dimensional space with justification||Level 4||NQF Level 04||4|
|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||7466||Represent and operate on complex numbers in non-trivial situations||Level 4||NQF Level 04||2|
|Fundamental||8979||Use language and communication in occupational learning programmes||Level 4||NQF Level 04||5|
|Fundamental||7470||Work with a wide range of patterns and inverses of functions and solve related problems||Level 4||NQF Level 04||6|
|Fundamental||8976||Write for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||7572||Demonstrate knowledge of and produce computer spreadsheets using basic functions||Level 2||NQF Level 02||3|
|Elective||7547||Operate a personal computer system||Level 2||NQF Level 02||6|
|Elective||14064||Understand Constructive Thinking||Level 3||NQF Level 03||12|
|Elective||14061||Understand Management Practices||Level 3||NQF Level 03||7|
|Elective||13600||Demonstrate knowledge of regulatory requirements for permit to work systems||Level 5||Level TBA: Pre-2009 was L5||10|
|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.
|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.