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|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|
|National Diploma: Air Traffic Control|
|SAQA QUAL ID||QUALIFICATION TITLE|
|58579||National Diploma: Air Traffic Control|
|SGB Aerospace Operations|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|TETA - Transport Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|Advanced Certificate||Field 10 - Physical, Mathematical, Computer and Life Sciences||Physical Sciences|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||249||Level 6||NQF Level 06||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|
The combination of learning outcomes that comprise this qualification will provide the qualifying learner with vocational knowledge and skills appropriate to the context of air traffic management.
The learner will have an understanding of the air traffic management environment that may comprise of one or combination of area control (procedural and/or radar), approach control (procedural and/or radar) and/or ground controlled approach. This qualification will provide the opportunity for learners to develop their practical skills with the essential knowledge required for air traffic management.
The qualifying learner will be able to:
This qualification is the last qualification in a pathway of three (3) qualifications for learners in the air traffic management environment. The way in which the pathway can be navigated is through the achievement of clusters of unit standards that leads to the attainment of various military and/or civilian Air Traffic Management (ATM) ratings.
As a result of new generation aircraft, an increase in air traffic and new communication, navigation and surveillance (CNS) technology a demand has arisen for greater public safety as a critical requirement in the aerospace industry.
This qualification contributes to the South African aerospace industry, which impacts on the safety of people and goods for economic development. Learners who have achieved this qualification will contribute to reduction of risk in the aerospace industry. Qualifying learners that will typically embark on this qualification are Air Traffic Service Assistants (ATSA) or Aerodrome controllers who wish to qualify as Area, Approach or GCA controllers.
This qualification will facilitate the development of a professional community specifically for air traffic management (control/support services) who are able to contribute towards a safe and productive air traffic services environment as well as the safe and efficient management of the co-ordination process of air traffic through applied knowledge, skills, attitudes and values.
This qualification enables the learners to develop competencies such as self-discipline, critical decision-making, safety, situational awareness, judgement, logically reasoning, ethics, integrity, and responsibility, to the operation of safe, efficient and comprehensive national and international aerospace systems.
This qualification has been generated in accordance with the national and international legal framework and also provides a vehicle to bring South African Air Traffic Management standards in line with international best practice.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
Note: This qualification includes the licensing requirements of international and national regulations, which is mandatory before a learner is allowed to proceed with further learning and rating processes.
Recognition of Prior Learning:
The Qualification may be obtained in whole or in part through the process of Recognition of Prior Learning. Learners who may meet the requirements of any Unit Standard in this Qualification may apply for recognition of prior learning to the Relevant ETQA, and will be assessed against the assessment criteria of the exit level outcomes of this Qualification and specific outcomes for the relevant Unit Standard/s.
Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.
Access to this qualification:
> Note: This qualification includes the licensing requirements of international and national regulations, which is mandatory before a learner is allowed to proceed with further learning and rating processes.
|RECOGNISE PREVIOUS LEARNING?|
Learners must choose at least one (1) of two (2) unit standards in the specialisation stream within the electives, which creates a learning path. The Learning path must be contextualised in either area or approach procedural control. Once the specific learning path has been completed, a learner who wishes to move to the other learning path must be assessed for the ability to contextualise the competence in the chosen learning path.
Thereafter learners must choose additional credits from the remaining general elective category to complete the 249-credit value of the qualification.
|EXIT LEVEL OUTCOMES|
|On completion of this Qualification learners are able to:
1. Synthesise air traffic situations within controlled and uncontrolled airspaces to manage air traffic.
2. Control airborne traffic within a complex designated area of responsibility.
3. Evaluate the impact and respond to an emergency within a complex designated area of responsibility.
4. Develop Communication, Navigation and Surveillance (CNS)/Air Traffic Management (ATM) strategic plan from an appreciation of related philosophies, technologies and techniques.
5. Develop an aviation safety management system.
|ASSOCIATED ASSESSMENT CRITERIA|
> Range: A complex air operations environment includes but is not limited to Approach control, Area control and Ground Controlled Approach GCA.
> Range: Change of watch includes opening, closing, handing-over, taking-over watch, after-hours duties and closure of the facility.
> Range: Complex air traffic control environment includes but is not limited to radio checks, equipment inspections and self-readiness.
> Range: Appreciation includes but is not limited to SWOT, Comparative Analysis and Critical Evaluation.
Formative assessments conducted during the learning process will consist of written assessments, simulation in a practical environment and a number of self-assessments.
Summative assessment consists of written assessments, assignments and simulation in a practical environment, integrating the assessment of all unit standards and embedded knowledge. Summative assessments is only conducted once the learner has demonstrated proficiency during formative assessment.
In particular assessors should check that the learner is able to demonstrate the ability to consider a range of options and make decisions about:
> Assessment of the learner in emergency and abnormal operations shall be conducted using simulated emergency and abnormal situations.
> Assessment of the learner in simulated emergencies should be terminated at a point where successful outcome can be judged, and safe recovery to normal conditions can be achieved.
> Assessments shall be carried out with the learner acting in controller and non-controller roles.
> The assessment is carried out with reference to the operator's standard operating procedures.
> The learner is expected to demonstrate competency in performing appropriate procedures without all the required resources available.
> Learners will be assessed in their ability to deal with simulated abnormal situations.
|As with most other aviation related learning programmes the contents is governed by ICAO and several regional or national agencies such as FAA (USA), JAA (Europe) and CAA. In many instances the respective competencies are loose standing learning programmes presented as modules for easy integration into the respective aviation occupational training programmes. These could in a way serve the same purpose as unit standards developed for the NQF. The advantage of South African qualifications and unit standards is that it provides for a holistic approach to the learner ensuring the development of the whole person as compared to just being able to do a specific task. Research on the NZQF showed a remarkable resemblance with the proposed NQF ATC related qualifications. It does, however, seem that the NZQF unit standards are rather tasky than outcomes based. During the international comparison no other qualifications as such were found, however, the existence of many learning programmes were evident.
The local aviation authority, CAA, has built up a remarkable relationship with many African countries to the extent that most of those countries send their future ATCs to South Africa for training. Zimbabwe seams to be the exception to the rule and maintained a remarkable training capability through the years. Information is shared between the South African and Zimbabwean authorities whilst the training is presented independently.
The international comparison thus focuses on those countries or regions that are governed by the same international agreements, namely the USA, Europe and Zimbabwe, Asia (Jordan and Thailand), Australia and New Zealand, which has a similar qualifications framework as South Africa.
In all instances it was found that their learning programmes lacked a formal fundamental basis in support of the programmes below Level 5. Except for New Zealand, being occupational directed programmes it could not be determined whether levels of complexity had any significance to those countries.
As far as the core of the qualifications are concerned it was found that the contents were very much the same. Differences were in the areas of skills such as first aid in the New Zealand qualification and skills specific to the environment such as cold weather operation of aircraft in the USA, which is not applicable to South Africa.
The USA training providers also seem to provide short courses as opposed to qualifications. An example is drawn from the Pan Am International Flight Academy (PAIFA) http://www.panamacademy.com/airtraffic.asp, which reads as follow:
Air traffic agencies from around the world depend on PAIFA to provide training to their air traffic professionals. Annually, these agencies enroll 500 to 1,000 students in the Academy's comprehensive ATC program. From basic to advanced courses, PAIFA provides specialized ATC and Aviation English classes within your budget and schedule requirements.
Standard and custom-designed courses are taught by experienced, motivated air traffic controllers and instructors. Courses include:
In terms of the Zimbabwean learning programme it was somewhat more difficult to make the comparison as the Zimbabwean programme is curriculum based compared to the South African unit standard based qualification. The impression is that the Zimbabwean learning programme lacks integration but this is probably overcome during the practical phase.
Area Control non-radar (i.e. procedural):
Approach Radar curricula:
Approach (non-radar) procedural control:
It is only the New Zealand qualification that makes reference to strands of training similar to the South African ATC qualifications that refer to specialisation in the elective component. This does not indicate that it is not being done in the other countries or regions as it can safely be assumed that their approach is specialisation from the onset as in the case of PAIFA. The New Zealand qualifications as in the case of the South African qualifications are also closely linked to the licensing requirements.
Diploma of Air Traffic Control (Aerodrome and Approach Control Rating):
Air Traffic Control:
People completing this qualification are able to demonstrate knowledge of aerodrome and approach control procedures in accordance with the Airways Manual of Air Traffic Services and AIPNZ, operate as a safe, reliable, independent air traffic controller in a variable and dynamic aerodrome and approach control environment, manage the personal and situational demands placed on an air traffic controller (ATC), take full responsibility and be accountable for their part in safe and expeditious traffic operations and consider and respond to the interpersonal factors that impact on an operational team dependent on specific and perceived workload and limitations.
Study includes ATS Licensing subjects; aerodrome control (simulated); ATC skills; approach control (simulated); aerodrome control rating and validation; approach control rating and validation.
Diploma of Air Traffic Control (Area Radar and Area Control Rating):
Air Traffic Control:
Study includes ATS Licensing subjects; aerodrome control (simulated); ATC skills; area radar control (simulated); area control (simulated); area control rating and validation; area control radar rating and validation.
People completing this qualification are able to demonstrate knowledge of area radar and area control procedures in accordance with the Airways Manual of Air Traffic Services and AIPNZ, operate as a safe, reliable, independent air traffic controller in a variable and dynamic area radar and area control environment, manage the personal and situational demands placed on an air traffic controller (ATC), take full responsibility and be accountable for their part in safe and expeditious traffic operations and consider and respond to the interpersonal factors that impact on an operational team dependent on specific and perceived workload and limitations.
Centre for CATC.
Duration: 17 weeks.
Purpose of the Course:
To provide students with basic knowledge and experience within Air Traffic Control so that he or she can continue with course STP 053/47/ATCNR (Approach Control non radar) and, after that, continue with Area Control Course followed by On the Job Training at an Air Traffic Control unit in order to become a licensed Air Traffic Controller after successfully completing training.
Given lectures and practical training in an Air Traffic Control Tower simulator, student will have sufficient knowledge of ATC license and aerodrome control to meet the standards prescribed in ICAO Annex 1, Personnel Licensing.
Students graduated from high school without any experience within the field of Air Traffic Control or students with military background (equal to high school) and foreign students with similar background and/or some experience of work within the field of aviation.
List of Modules; Duration:
18 modules or parts thereof in the Thailand Advanced Air Traffic Control training course are seemingly similar to the content of the National Diploma: Air Traffic Control NQF Level 6.
Centre for QNCATC.
Duration: 8 weeks.
Purpose of the Course:
This course, followed by a minimum of one month (subject to the conditions prescribed by Jordan Civil Aviation Regulation (JCAR)) practical experience working under the supervision of an appropriately-rated radar controller, will train air traffic controllers who have already successfully completed courses in both Approach and Area Procedural (non-radar) to execute Radar Control of air traffic within an Approach and/or Area Radar Sector to the standard required by the concerned Licensing Authority.
On the completion of the course, the trainee will be able to:
Will be mainly recruited from trainees having completed Approach and Area Procedural (non-radar) course.
List of Modules; Duration:
Diploma of Transport and Distribution (Air Traffic Control):
The key difference in comparison with the SA qualification (and the NZ) is that this qualification (Australian) makes no distinct provision for specialisation in any of the Air Traffic Control/Support services field. The 14 modules or part thereof in the Australian Diploma of Transport and Distribution (Air Traffic Control) are seemingly similar to the content of the National Diploma: Air Traffic Control NQF Level 6.
Access to European qualifications proved difficult, as there is currently very little in the public domain. The CATC (centre for air traffic control) courses include an 'ATC Licence and Aerodrome Control' course.
The key difference in comparison with the SA qualification (and the NZ) is that this qualification makes no distinction between Aerodrome, Area and Approach control services. It is therefore pitched somewhat higher than the proposed qualification.
Content wise the South African ATC qualifications compares favourably with all the compared countries and regions. As with all NQF qualifications a major emphasis is placed on the development of individuals and progression as much as possible. This principle could not be found in any of the qualifications or courses.
As with the pilot qualifications it was decided to follow the ICAO standards, as this would not only govern the training but also the licensing of ATCs.
The ICAO Standards was adopted as the minimum base line and the ICAO recommendations as guidance to further develop the relevant unit standards. In this regard unit standards, where relevant, reflect the ICAO standards as purpose and range statement.
The following sections of ICAO documentation were considered:
General Rules Concerning Pilot Licences and Ratings - Annex 1; Licences and Ratings for Personnel other than Flight Crew Members - Annex 1; Rules of The Air Introduction - Annex 2; Rules of The Air - General - Annex 2; Distress and Urgency Signals - Annex 2; Interception of Civil Aircraft - Annex 2; Meteorological Service - Definitions and Introduction-Annex 3; Aircraft Observations and Reports - Annex 3; Service for Operators and Flight Crew Members - Annex 3; Information for Air Traffic Services-Annex 3; Operation of Aircraft - Definitions and Introduction - Annex 6; Operation of Aircraft - Flight Operations - Annex 6; Operation of Aircraft - Operating Limits-nnex 6; Operation of Aircraft - Flight Crew - Annex 6; Operation of Aircraft - Dispatcher - Annex 6; Operation of Aircraft - Cabin Crew - Annex 6; Operation of Aircraft - Operations Manual - Annex 6; Operation of Aircraft - Extended Rang Operations - Annex 6; Operation of Aircraft - Flight Preparations - Annex 6 Part II; Operation of Aircraft - Carriage of Oxygen - Annex 6; Operation of Helicopters - General Operations - Annex 6 Part III; Operation of Helicopters - Performance - Annex 6 Part III; Operation of Helicopters - Crew-Annex 6 Part III; Operation of Helicopters - Dispatcher-Annex 6 Part III; Operation of Helicopters - Cabin Crew - Annex 6 Part III; Operation of Helicopters - Operations Manual-Annex 6 Part III; Communication Procedures - Definitions And Introduction - Annex 10 Vol II; Communication Procedures - Aeronautical Fixed Service - Annex 10 Vol II; Communication Procedures - Mobile Service - Annex 10 Vol II; Communication Procedures - Data Link-Annex 10 Vol II; Communication Procedures - Annex 10 Vol II; Air Traffic Control-Definitions And Introduction - Annex 11; Air Traffic Control - Air Traffic Control Service - Annex 11; Air Traffic Control - Flight Information Service - Annex 11; Air Traffic Control - Alerting Service - Annex 11; Air Traffic Control-TIBA - Annex 11; Search and Rescue - Definitions And Introduction - Annex 12 AND Search and Rescue - Operating Procedures - Annex 12.
The contents of the National Diploma Air Traffic Control compares favourably with the two qualifications provided by New Zealand who use the same systems and applies the same practises as South Africa. Similarly, this South African qualification compares well with vocational learning presented by the USA; also considering that the USA is a major international air traffic service provider that controls high traffic volumes. Likewise countries in Asia have comparable learning programmes. This is also the case when considering the Zimbabwean curriculum based programmes. Within the African continent South Africa is regarded as one of the leaders in the Air Traffic Control field, considering that learners from most Sub-Saharan and SADEC Countries are trained by South African agencies.
Of specific importance is to note that this qualification and unit standards provide for a holistic approach to the learner ensuring the development of the whole person as compared to being confined to a specific and narrowly defined task.
|This qualification has been developed as an entry-level qualification into Air Traffic Management and is intended to provide a career in its own right, as well as to facilitate progression to other air traffic qualifications. Learners can move horizontally or vertically between aviation related qualifications, although in most cases, some standards will be required horizontally before moving to another qualification vertically.
This qualification has horizontal articulation with the following qualifications:
This qualification has vertical articulation with the following qualifications:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|For an applicant to register as an assessor, the applicant needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
The International Civil Aviation Organisation (ICAO) requires that all applicants for a pilots licences, all current pilot licence holders, Air Traffic Controllers and Station Operators Licences shall demonstrate, in a manner acceptable to the licensing authority, the ability to speak and understand the English language used for radiotelephony communications in compliance with the holistic descriptions contained in the ICAO Operational level (level 4) of the ICAO Language Proficiency Rating Scale Document.
ICAO Operational Level 4 English:
Terms, Definitions and Abbreviations:
> Preventing collisions:
> Between aircraft.
> On the manoeuvring area between aircraft and obstructions.
> Expediting and maintaining an orderly flow of air traffic.
> Aircraft stand taxi lane A portion of an apron designated as a taxiway and intended to provide access to aircraft stands only.
> Apron taxiway A portion of a taxiway system location an apron and intended to provide a through taxi route across the apron.
> Rapid exit taxiway A taxiway connected to a runway at an acute angle and designated to allow landing aeroplanes to turn off at higher speeds than are achieved on other exit taxiways and thereby minimising runway occupancy times.
> The greatest distance at which a black object of suitable dimensions, situated near the ground, can be seen and recognised when observed against a bright background.
> The greatest distance at which lights in the vicinity of 1000 candelas can be seen and identified against an unlit background.
> Fly-by waypoint; A way point which requires turn anticipation to allow tangential interception of the next segment from a route or procedure.
> Flyover way point; A way point which a turn is initiated in order to joint the next segment of a route or procedure.
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||119031||Assess and analyse an incident||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||243278||Analyse and apply safety principles in aviation||Level 6||Level TBA: Pre-2009 was L6||5|
|Core||244196||Analyse and critically evaluate safety management systems||Level 6||Level TBA: Pre-2009 was L6||6|
|Core||244191||Conduct air traffic control for traffic combinations||Level 6||Level TBA: Pre-2009 was L6||20|
|Core||117439||Disseminate information||Level 6||Level TBA: Pre-2009 was L6||15|
|Core||244193||Evaluate, analyse, interpret and communicate information in a complex designated area of responsibility||Level 6||Level TBA: Pre-2009 was L6||15|
|Core||244197||Synthesising Communication, Navigation and Surveillance (CNS)/Air Traffic Management (ATM) technologies and systems for planning purposes||Level 6||Level TBA: Pre-2009 was L6||12|
|Core||117428||Assess risk||Level 7||Level TBA: Pre-2009 was L7||15|
|Core||117429||Assessing risk impact||Level 7||Level TBA: Pre-2009 was L7||15|
|Fundamental||117988||Apply the Strategic Process during Planning||Level 5||Level TBA: Pre-2009 was L5||3|
|Fundamental||119034||Develop an incident management plan||Level 5||Level TBA: Pre-2009 was L5||6|
|Fundamental||15233||Harness diversity and build on strengths of a diverse working environment||Level 5||Level TBA: Pre-2009 was L5||3|
|Fundamental||7848||Manage the induction of new staff||Level 5||Level TBA: Pre-2009 was L5||5|
|Fundamental||230078||Apply the principles of ethics to a business environment||Level 6||Level TBA: Pre-2009 was L6||10|
|Fundamental||12138||Conduct an organisational needs analysis||Level 6||Level TBA: Pre-2009 was L6||10|
|Fundamental||10071||Develop a strategic plan||Level 6||Level TBA: Pre-2009 was L6||15|
|Fundamental||117438||Inform policy||Level 6||Level TBA: Pre-2009 was L6||15|
|Fundamental||115334||Maintain good relations with internal and external clients||Level 6||Level TBA: Pre-2009 was L6||6|
|Fundamental||117434||Conduct research||Level 7||Level TBA: Pre-2009 was L7||15|
|Elective||12156||Apply government communication processes and assess communication effects||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||119345||Apply principles, regulations and legislation underlying supply chain management in the public sector||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||117392||Conduct a range of audits||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||114488||Coordinate government communication activities||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||15224||Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||117874||Guide learners about their learning, assessment and recognition opportunities||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||15229||Implement codes of conduct in the team, department or division||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||15223||Implement training needs for teams and individuals to upgrade skills levels||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||243285||Analyse operations at a major airport||Level 6||Level TBA: Pre-2009 was L6||15|
|Elective||116367||Apply basic human resources practices||Level 6||Level TBA: Pre-2009 was L6||8|
|Elective||120153||Apply knowledge of aircraft systems integration and data buses||Level 6||Level TBA: Pre-2009 was L6||12|
|Elective||244195||Conduct air traffic control for traffic combinations with the aid of radar||Level 6||Level TBA: Pre-2009 was L6||5|
|Elective||244192||Conduct ground controlled approaches of air traffic with the aid of radar||Level 6||Level TBA: Pre-2009 was L6||20|
|Elective||10591||Conduct interpersonal management||Level 6||Level TBA: Pre-2009 was L6||6|
|Elective||115759||Conduct moderation of outcomes-based assessments||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||14176||Establish, manage and debrief disaster teams||Level 6||Level TBA: Pre-2009 was L6||25|
|Elective||10597||Implement operational management principles and techniques||Level 6||Level TBA: Pre-2009 was L6||8|
|Elective||116810||Manage assessment in a learning organisation||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||114493||Manage interactive communication between public and government||Level 6||Level TBA: Pre-2009 was L6||7|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.