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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|National Certificate: Energy Regulation|
|SAQA QUAL ID||QUALIFICATION TITLE|
|63209||National Certificate: Energy Regulation|
|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.||HEQSF - Higher Education Qualifications Sub-framework|
|National Certificate||Field 06 - Manufacturing, Engineering and Technology||Engineering and Related Design|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||120||Level 5||NQF Level 05||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|
This Qualification will provide broad knowledge, skills and values needed for learners who wish to pursue a career in the energy regulation field. Learners obtaining this qualification will be recognized on a national level for performing specific regulatory activities related to petroleum, piped gas and electricity industries. Learners achieving this qualification will be deployed in the country's energy regulation body.
The qualification will ensure professionalism, proficiency and excellence for employees in the regulatory environment that will promote pride, self worth and enhance their morale in the workplace. This qualification will enable the field to train the learners on an NQF registered qualification which will be manifested in the operational competence of the employee in terms of safe, sound and efficient work practices within the regulatory environment.
The purpose of this qualification is to introduce the regulatory framework that entails energy regulation in South Africa for three areas namely, petroleum, piped gas and electricity. It will also promote the understanding and correct interpretation of the energy legislation.
A learner certified as competent in this qualification will be able to interpret and understand energy legislation and avoid common misunderstandings on how the legislation should be interpreted. The learner will also gain the necessary basic technical knowledge of the different energy industries in South Africa and how they need to be regulated.
It will also enable learners to:
This qualification addresses the need in the energy regulation industry for individuals with knowledge, skills and understanding to correctly interpret and apply the regulatory legislation within the three energy regulatory areas currently existing in South Africa namely, petroleum, piped gas and electricity.
This qualification could assist with the achievement of national and industrial development policies and strategies to grow the pool of energy regulators and other related skills. People working in the energy regulation field require specialized technical knowledge and skills in order to meet the requirements of the constantly changing needs of the energy sector. Hence, the requirements for entrance to the qualification is for experienced learners that is already in possession of tertiary qualifications.
The qualification will also enhance the qualifying individuals technical skills and background for the petroleum, piped gas and electricity industries which in turn will enable the regulatory authority to carry out its function in each of these industries appropriately.
The qualification focuses on the skills, knowledge, values and attitudes required to ensure further progression.
The objective is to:
The qualification provides the learner with the necessary competencies to be employed in various roles within energy regulation. It will also enable the learner to pursue different career opportunities, as many of its competencies are generic enough to be applicable to other career paths and job roles.
The typical range of learners that will do this qualification will come from the chemical, electrical and mechanical technical engineering environment. The typical type of job occupations/designations that will be supported by this qualification is as follows:
The learners will participate in working areas related to the energy environment which entails regulation and legislation of the electricity, gas and petroleum industries. Hence, the greater need in the country revolves around the regulation of energy with more learners being required to participate, particularly now that there is a global view on the energy crisis and the limited resources in energy generation worldwide, which is forcing a greater need for stricter energy regulatory processes. There will be tremendous benefits to be gained with the development of this energy regulation qualification for the learner, society, country and the economy of South Africa at large.
The qualification is structured in such a way that it gives learners exposure to a broad set of Core competencies in energy regulations while the Electives, which may be chosen from any of the three focal areas: piped gas, petroleum and electricity, to allow for competence in the learner's current work environment or chosen future work environment.
The Qualification supports the objectives of the National Qualifications Framework in the following ways:
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that learners are already competent in:
Recognition of Prior Learning:
Access to the Qualification:
Access to the qualification is open bearing in mind learning assumed to be in place. It is, however, important that learners must have completed:
|RECOGNISE PREVIOUS LEARNING?|
|To be awarded the Qualification, learners are required to obtain a minimum of 120 credits as detailed below.
All Fundamental Unit Standards totalling 26 credits are compulsory.
All the Core Unit Standards totalling 62 credits are compulsory.
Learners must select Elective Unit Standards totalling 32 credits.
The Elective Unit Standards listed in the qualification matrix are clustered into: Electrical (Hydro, Fossils and Steam), Piped Gas and Petroleum, all of which provide the learner with knowledge and skills which enables the learner to implement and manage a section/division/department within the Organization.
Specialization Area A: Electrical (Learning Programme ID 66514):
Specialization Area B: Piped Gas (Learning Programme ID 66515):
Specialization Area C: Petroleum (Learning Programme ID 66516):
|EXIT LEVEL OUTCOMES|
|1. Demonstrate an understanding of the implications of the various energy related Acts.
2. Demonstrate an understanding of the energy regulatory principles.
3. Analyze and interpret developments in energy regulation.
4. Analyze and interpret energy regulation and how it can be used by the Regulatory Authority to carry out its function.
5. Demonstrate knowledge and application of infrastructure planning.
6. Demonstrate knowledge of tariff setting and third party access.
Critical Cross-Field Outcomes:
This qualification promotes, in particular, the following Critical Cross-Field Outcomes:
Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made when:
Working effectively with others as a member of a group, organisation and community during:
Organising and managing oneself and one's activities responsibly and effectively when:
Collecting, analysing, organising and critically evaluating information to better understand and explain by:
Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
Using science and technology effectively and critically, showing responsibility towards the environment and health of others when:
Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
1. The impact of the energy related Acts in South Africa is identified and described.
2. The Energy related Acts are analysed in terms of their objectives.
3. A description is given of the objects and rationale for the energy related Acts.
4. A description is given of the relationship between the energy regulatory Acts and other related legislations.
Associated Assessment Criteria for Exit Level Outcome 2:
1. Describe the historical background to the development of the energy industry legislation and the areas of overlapping jurisdiction is explained.
2. The objectives and intentions of the licensing conditions is identified and explained.
3. The economic regulation principles embedded in the energy industry acts' knowledge component is identified, explained and understood.
4. The legal and other requirements that regulate the regulated body are described.
5. Explain the difference and hierarchy between an Act, Regulations, Rules, Charters and Codes.
Associated Assessment Criteria for Exit Level Outcome 3:
1. Evaluate developments in energy regulations locally and internationally in terms of Codes of Practice and Standards.
2. Analyze accepted deviations from Codes of Practice and Standards and how these would affect/influence the regulated industries.
3. Explain the key aspects of the most applicable National and International Codes of Practice and Standards.
4. Explain the rationale for the most used Codes of Practice and International Standards.
5. Explain the accepted performance levels of energy industries as experienced by its users and reasons for deviation from the accepted performance practice and standards.
Associated Assessment Criteria for Exit Level Outcome 4:
1. Describe the roles, functions and duties of the Regulatory Authority in terms of the different regulated industries.
2. Define the role of the International Regulatory Association and how this impacts on the local energy sector.
3. Demonstrate knowledge and understanding of alternative ways of organizing and regulating the different energy industries.
4. Demonstrate an understanding of tariff setting for each of the licensed and regulated industries.
5. Explore different ways to resolve disputes that arise in the energy industry due to regulatory requirements.
Associated Assessment Criteria for Exit Level Outcome 5:
1. Basic economic and technical analysis of an infrastructure investment project is performed in terms of the energy regulatory requirements.
2. The need to license a new project or to grow a new entrant into the industry is explained in terms of the energy regulatory requirements.
3. National energy demand and supply balance for each regulated industry is performed in terms of the energy regulatory requirements.
4. Preferred technology solutions for different energy demand and supply imbalance situations is selected in terms of the energy regulatory requirements.
Associated Assessment Criteria for Exit Level Outcome 6:
> Range: Public meetings; public hearings; workshops and write a report on third party input.
The applied competence (practical, foundational and reflective competencies) of this qualification will be achieved if a learner is able to achieve the 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.
Certain exit level outcomes are measurable and verifiable through assessment criteria assessed in one application. Applicable assessment tools to assess the foundational, reflective and practical competencies within the regulatory environment.
A detailed portfolio of evidence is required of the practical, foundational and reflective competencies of the learner. Assessors and moderators should develop and conduct integrated assessment by making use of a range of formative and summative methods.
Assessors should assess and give credit for the evidence of learning that has already been acquired (RPL) through any form of learning. Unit standards associated with this qualification must be used to assess Specific and Critical Cross-Field Outcomes.
During integrated assessment, the assessor should make use of formative and summative assessment methods and should assess combinations of practical, foundational and reflective competencies. Because assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever, the qualification applies in an integrated assessment approach.
Learning, teaching and assessment are inextricably linked. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated. Assessment of the fundamental unit standards should be conducted in conjunction with the core and elective unit standards where applicable.
A variety of methods must be used in assessment, and tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
Assessors and moderators should use a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience. Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.
Assessment criteria for formative assessment will typically take place during training and serves to guide the learner towards full competence and is described in the various unit standards. Formative assessment takes place during the process of learning and assessors can use a range of appropriate assessment methods and tools or in any agreed-upon method of assessment of the knowledge required to perform the various competencies in a holistic manner. To be allowed access to the final qualifying assessment, a learner must show that he/she has reached a level of overall integrated competence.
The methods of assessment could include but not limited to the following:
The assessment tools and methods used by the assessor must be:
For the learner to be certified competent against the qualification, he/she must prove overall competence through the integration of the competencies expressed in the unit standards. The elements of importance here are overall abilities, problem-solving capability and safe working. In addition, assessors should be satisfied that the learner has achieved a level of competence to be able to take charge of any aspect of the regulatory operations.
The learner's ability to demonstrate competence against a particular unit standard, under real-life working conditions and in the presence of an assessor, will be assessed. The summative assessment can also be used as a diagnostic assessment tool aimed at identifying the learner's skills gaps.
Workplaces can be used for assessment purposes provided that the appropriate facilities, tools, equipment, and support systems are available and accessible to both the assessor and the learner.
The regulatory operations industry agreed on the following requirements for workplace assessment:
Methods of Assessment:
The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the assessment criteria:
These methods will be selected carefully based on the purpose of the assessment. For example, the written method will be used to assess knowledge and on-the-job demonstration for practical competence. The assessment must integrate a number of different methods (no less than two of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes.
|An extensive international comparability study was conducted with various countries including New Zealand, Ireland, Scotland, UK's City and Guilds, USA and Australia. It was discovered that there was no similar registered qualifications to adequately compare this qualification with. However, during the research enough training course material, in-house working documentation and information could be gathered to compare it with.
International Energy Regulation Network (IERN):
IERN is a platform that aims at facilitating information exchange on electricity and natural gas market regulation, to the benefit of regulators, but also of other interested users. Through IERN, regulators and other energy market stakeholders will be able to exchange information about themselves, the sectors they are involved in and the way these sectors are regulated.
IERN will also be a place where regulators can exchange information about training courses, conferences and online resources on energy regulation. Longer-term, IERN aims at becoming not only vector for exchanging existing information, but also a producer of in-house working papers on best practice.
The platform contains a full list of National Regulators or Regulatory Institutions of the energy sector highly independent from stakeholders and with different degrees of autonomy from Ministerial Departments, organized by continent/country.
A wide variety of training courses (there are numerous) are listed that could be compared to the unit standards provided in this qualification, for example the LSE Short Course on Regulation; Utility Regulation.
Potential qualifications that could be compared to this qualification include the following (the focus is mainly on energy generation and conservation rather then on regulatory requirements:
Institute for Public-Private Partnerships Incorporated:
The Institute for Public-Private Partnerships, Inc. (IP3), established in 1994, provides global training and consulting services to governments and industries in the growing international marketplace of public-private partnership (PPP) modeling, regulation design and implementation, and competitive utility management. Their platform provides brochures on courses available, some of which can be done online. However, you need to register to access more information about these courses.
In New Zealand, regulatory qualifications exist, however they pertain to law and security and law enforcement in various sector such as animal control and welfare, pest control, parking enforcement, rates management/officer and so on.
In Scotland, the regulatory qualification pertains to Financial Services.
In Ireland no comparable qualifications were identified.
Identified programmes that could be used to compare this qualification against include the following, however there are no comparisons that could be made to energy regulatory authorities:
The list includes, for example:
From the available document, it is clear that a qualification for pipeline operators exists (Pipeline Control Centre Operations Qualification), however, there is no indication whether or not unit standards, levels or credits apply. It seems that the training came into being due to the regulatory requirements for pipeline operations.
City and Guilds:
Reference was made to oil and gas extraction, petroleum and chemical industries, but no documents were available.
American Petroleum Institute:
The platform was accessed and various training programmes exist, for example:
These courses are in existence but could not be accessed in order to determine more detail. The platform is set up as an advert to training rather than access to available competencies.
It was decided that in terms of the qualification model completeness the American Petroleum Institute (API) standards as well as American Standards of Temperature Measurement (ASTM) standards, which are accepted internationally was regarded as the best to compare and benchmark this qualification against in the context of the South African Regulatory Industry.
|This Qualification allows for both horizontal and vertical articulation:
> ID 58330: National Certificate: Pipeline Operations at NQF Level 5.
> ID 61570: National Diploma: Power Plant Process Control operations at NQF Level 5.
> National Certificate: Management Studies at NQF Level 6. Under construction.
> National Diploma: Master Artisan: Electrical at NQF Level 6. Under construction.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|The assessor for this qualification 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||257236||Apply knowledge of energy legislation and regulatory requirements||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||257239||Demonstrate an understanding of South African Regulated Industries||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||257241||Demonstrate an understanding of the principles of regulation||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||257238||Demonstrate an understanding of Third Party Access||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||257237||Demonstrate knowledge and understanding of energy industry standard codes||Level 5||Level TBA: Pre-2009 was L5||5|
|Core||257240||Demonstrate knowledge and understanding of Industry Infrastructure Planning and Tariff Setting||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||257235||Demonstrate knowledge and understanding of the RSA Regulated Industry (Downstream) Marketing and Operations trends||Level 5||Level TBA: Pre-2009 was L5||8|
|Core||243816||Develop a project quality management plan for a simple to moderately complex project||Level 5||Level TBA: Pre-2009 was L5||6|
|Core||114882||Develop holistic productivity improvement strategies and plans||Level 5||Level TBA: Pre-2009 was L5||10|
|Fundamental||15234||Apply efficient time management to the work of a department/division/section||Level 5||Level TBA: Pre-2009 was L5||4|
|Fundamental||119953||Apply principles of dispute management in labour relations||Level 5||Level TBA: Pre-2009 was L5||10|
|Fundamental||10622||Conduct communication within a business environment||Level 5||Level TBA: Pre-2009 was L5||8|
|Fundamental||15220||Set, monitor and measure the achievement of goals and objectives for a team, department or division within an organisation||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||116434||Control electrical networks from a control centre||Level 4||NQF Level 04||10|
|Elective||13710||Explain thermodynamic principles and concepts as applied in nuclear power generating plant||Level 4||NQF Level 04||9|
|Elective||119308||Manage and coordinate the movement and volumes of product through a dedicated-product pipeline network||Level 4||NQF Level 04||20|
|Elective||14586||Monitor and control quality control practices in a manufacturing/engineering environment||Level 4||NQF Level 04||8|
|Elective||119328||Perform and coordinate a pipeline network start-up||Level 4||NQF Level 04||20|
|Elective||119307||Perform basic planning of petroleum product movement||Level 4||NQF Level 04||4|
|Elective||116453||Perform operations on high voltage integrated systems||Level 4||NQF Level 04||4|
|Elective||119327||Perform pipeline network shut-down||Level 4||NQF Level 04||12|
|Elective||119310||Prepare for the movement of product throughout the pipeline network||Level 4||NQF Level 04||9|
|Elective||15231||Create and use a range of resources to effectively manage teams, sections, departments or divisions||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||13402||Demonstrate an understanding of the core concepts of corporate finance||Level 5||Level TBA: Pre-2009 was L5||7|
|Elective||263900||Demonstrate understanding of energy metering and tariffs||Level 5||Level TBA: Pre-2009 was L5||13|
|Elective||263906||Demonstrate understanding of the basic principles of energy||Level 5||Level TBA: Pre-2009 was L5||7|
|Elective||14907||Describe the Regulatory Nuclear Safety requirements as applied in nuclear power generating plant||Level 5||Level TBA: Pre-2009 was L5||1|
|Elective||263909||Develop the business case for energy management opportunities||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||15225||Identify and interpret related legislation and its impact on the team, department or division and ensure compliance||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||243843||Perform audits of product movements in a pipeline network||Level 5||Level TBA: Pre-2009 was L5||11|
|Elective||10147||Supervise a project team of a technical project to deliver project objectives||Level 5||Level TBA: Pre-2009 was L5||14|
|Elective||263905||Analyse energy consumption data||Level 6||Level TBA: Pre-2009 was L6||15|
|Elective||263916||Apply electrical fundamentals to iplement energy saving initiatives||Level 6||Level TBA: Pre-2009 was L6||7|
|Elective||263934||Apply energy management methodologies to fans and pumps||Level 6||Level TBA: Pre-2009 was L6||7|
|Elective||263896||Conduct an energy audit||Level 6||Level TBA: Pre-2009 was L6||10|
|Elective||263898||Develop a plan to enable energy savings||Level 6||Level TBA: Pre-2009 was L6||15|
|Elective||263902||Develop an energy management policy within an organisational structure||Level 6||Level TBA: Pre-2009 was L6||7|
|Elective||263897||Evaluate and apply heat recovery systems||Level 6||Level TBA: Pre-2009 was L6||7|
|Elective||263935||Evaluate compressed air performance efficiency||Level 6||Level TBA: Pre-2009 was L6||7|
|Elective||263954||Evaluate fuel fired equipment performance efficiency||Level 6||Level TBA: Pre-2009 was L6||7|
|Elective||263910||Evaluate industrial insulation systems and make recommendations to improve efficiency||Level 6||Level TBA: Pre-2009 was L6||5|
|Elective||263914||Evaluate refrigeration and heat pump performance efficiency||Level 6||Level TBA: Pre-2009 was L6||7|
|Elective||263915||Evaluate steam generation and distribution systems for efficiency||Level 6||Level TBA: Pre-2009 was L6||7|
|Elective||263917||Implement energy efficiency in building systems||Level 6||Level TBA: Pre-2009 was L6||20|
|Elective||337161||Interpret a business case and write an audit report||Level 6||Level TBA: Pre-2009 was L6||15|
|Elective||337163||Verify savings achieved through an energy audit and implementation||Level 6||Level TBA: Pre-2009 was L6||15|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|66514||National Certificate: Energy Regulation: Electrical||Generic Provider - Field 06||Level 5||Level TBA: Pre-2009 was L5||120||EWSETA||OQSF|
|66516||National Certificate: Energy Regulation: Petroleum||Generic Provider - Field 06||Level 5||Level TBA: Pre-2009 was L5||120||2015-06-30||CHIETA||OQSF|
|66515||National Certificate: Energy Regulation: Piped Gas||Generic Provider - Field 06||Level 5||Level TBA: Pre-2009 was L5||120||2015-06-30||CHIETA||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.
|LP ID||Learning Programme Title||Accredited Provider|
|66514||National Certificate: Energy Regulation: Electrical||
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