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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|General Education and Training Certificate: Chemical Operations|
|SAQA QUAL ID||QUALIFICATION TITLE|
|66029||General Education and Training Certificate: Chemical Operations|
|Chemical Industries SGB|
|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.||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||120||Level 1||NQF Level 01||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 is used as an introduction to chemical process operations. This competence provides the foundation needed to take responsibility for a significant process in the chemical operations industry. It also provides the basis upon which further related learning and career development can take place.
Through the employment of competent operating personnel, employers and in turn the field and sub-field have confidence that this critical work in the industry is efficiently carried out.
Social development and economic transformation are enhanced through efficient production, and career development and personal job satisfaction of operating personnel are facilitated through the learning process used to achieve the competency specified.
Qualifying learners will:
Have an understanding of the various process operations that are used in chemical operations:
The General Education and Training Certificate in Chemical Operations is replacing the registered National Certificate in Chemical Operations, NQF Level 1. The qualification incorporates uptake feedback from the previous qualification. Chemical Industry has found that the only other qualifications with some relevance to this industry are those aimed at the manufacturing, glass production and pharmaceutical industries. Not one of these qualifications has enough relevance to the processing industry to be used as a basis for this qualification as this qualification is very specific to the technologies used in chemical or general process operations.
This qualification is the first in a series for people working in the chemical or processing industries who need to progress beyond NQF level 1 (ABET) and for learners who are entering the chemical operations industry. The qualification reflects the workplace-based common or non-specific needs that a learner requires in the chemical operations industry, before progressing to learning at a higher level.
Typical learners are operating personnel working in a chemical processing plant. The chemical processing industry is well established in South Africa and its success is dependant upon the efficient production of chemical products. Achievement of this objective is largely dependant upon the competence, recognised by this qualification, of the people who operate chemical processing equipment. An adequate number of people with these skills are needed to ensure that the production units in South Africa operate productively.
Competence in chemical process operations requires appropriate general, chemical specific technical & other knowledge and its application; as well as expertise in operating production equipment and controlling a chemical process. This knowledge and expertise can form a basis for further learning particularly in the production/operational, engineering and supervisory aspects of chemical operations and similar industries in the chemical and other sectors.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that learners are already competent in Communication and Mathematical Literacy at ABET Level 3.
Recognition of Prior Learning:
Recognition of prior learning must be carried out in accordance with the policy and rules specified and used by the ETQA responsible for evaluation of people seeking RPL for a part of the whole qualification.
Access to the qualification:
There is open access to the qualification. However, access for learners with disabilities is dependant on the:
|RECOGNISE PREVIOUS LEARNING?|
|In the compulsory Fundamental Component of the qualification, a learner must demonstrate his/her competence in the 23 credits in the field of Communication plus 16 credits in the field of Mathematical Literacy.
The unit standards in the compulsory Core Component of the qualification reflect the skills and competencies needed for building expertise in the chemical operations field. In the Core Component, the learner must demonstrate his/her competence in the total of 66 credits.
The Elective Component of the qualification requires the learner to select additional general application Unit Standards covering aspects such as life skills, business, computer, mechanical, and cranage skills. In total the learner must demonstrate his/her competence in a minimum of 15 credits selected from the Elective component.
Chemical Industries Specialisation (Learning Programme ID 58514):
Learners are to choose Elective Unit Standards to the value of at least 15 credits from the list below:
Mining and Minerals Specialisation(Learning Programme ID 66070):
Learners are to choose Elective Unit Standards to the value of at least 15 credits from the list below:
|EXIT LEVEL OUTCOMES|
|1. Understand elementary chemistry, physics and its application in industry.
2. Understand and apply safety, health, environmental and quality principles in the workplace.
3. Understand and apply the elementary principles of liquid, gas and solid storage and transfer to equipment in chemical process operations.
4. Understand the role of the organisation and the industry in which it operates.
Critical Cross-Field Outcomes:
Each critical cross-field outcome was considered in terms of its applicability to each of the specific outcomes for each unit standard. Where it was found to be applicable, the nature of the skills being developed was specified by the working group and captured in the standard.
Critical cross-field outcomes are assessed per unit standards and are part of all exit level outcomes.
Critical cross-field outcomes have been addressed by the exit level outcomes as follows:
While performing integrated chemical operation functions, qualifying learners can:
Identify and solve problems in which response displays that responsible decisions, using critical and creative thinking, have been made by:
Work effectively with others as a member of a team, group, organisation or community by:
Organise and manage oneself and one's activities responsibly and effectively by:
Collect, analyse, organise and critically evaluate information by:
Communicate effectively by using mathematical and/or language skills in the modes of oral and/or written presentations by:
Use science and technology effectively and critically, showing responsibility towards the environment and health of others by:
Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation by:
Contribute to the full personal development of each learner and the social and economic development of the society at large by:
|ASSOCIATED ASSESSMENT CRITERIA|
The applied competence (practical, foundational and reflexive competencies) of this qualification will be achieved if a candidate is able to achieve all the exit level outcomes of this qualification.
Appropriate methods and tools must be used to assess practical, foundational and reflexive competence of the learner in all the exit level outcomes listed above, as well as to determine a learner's ability to solve problems, work in a team, organize him/herself, use applied science, and understand the implications of actions and reactions in the world as a set of related systems. Such an assessment process will determine development of the whole person, and the integration of applied knowledge and skills.
Assessors should develop, conduct, and ensure integration of, assessment by making use of a range of formative and summative assessment methods against the unit standards that make up the qualification. Combinations of applied, foundational and reflective competencies, including critical cross-field outcomes, should be assessed wherever possible.
Moderators should ensure that assessment is valid, consistent and integrated into work or learning, and that there is sufficient and authenticated evidence of learner competence against the whole qualification.
|Benchmarking was done against the German Berufsschule as the German chemical industry is renowned for being international leaders in both technical and operational issues. From firsthand experience, the training provided in this field is partially responsible for their leading position. A contributing factor that has led to this conclusion is the international regard for German technology.
A comparison with the British NVQ, the Australian and New Zealand Qualifications Frameworks was done because they have comparable educational systems and their chemical industries are at a similar level of development. African countries with manufacturing facilities (including SADC countries) were scanned for applicable qualifications or training programmes, but no relevant qualifications are offered in any of these countries.
Both local and international qualifications place high emphasis on safety with a range of unit standards relating to emergencies, environmental protection and operating procedures forming the core. However, the rest of the Australian and British qualifications are made up of standards addressing operational functions with very little theoretical support. In contrast, the German qualification offers a model, which seems more in line with the objectives of the NQF and the South African industry than any of the others. A wide theoretical basis is established before operational aspects are addressed, while menial tasks are not included to complete the qualification.
The G.E.T.C.: Chemical Operations was therefore broadly based on the German qualification model, except for the exclusion of laboratory practice, which is considered as a separate field of study. The compulsory theoretical content incorporated in the qualification will serve to support qualifying learners to make better informed, autonomous decisions within a more compact timeframe than most international learners and will increase transportability of the qualification considerably.
An extensive international comparability comparison was done which included Germany, Australia, New Zealand, Britain and relevant African countries.
The German qualification was seen as the best benchmarking partner due to their position as international leaders in the chemical industry in both technical and operational issues. From our firsthand experience, the training provided in this field is partially responsible for their leading position. A contributing factor that leads us to this conclusion is the international regard for German technology. The German two year "Produktionsfachkraft Chemie" (Chemical Production Specialist) qualification was used as basis for the development of the NQF 1 and NQF 2 chemical operations qualifications.
The main deviations from the German qualification are:
A comparison with the British qualification was included, because the British chemical industry is very well developed and the NVQ is an educational structure comparable to the NQF. An internet search revealed that the British Level 1 NVQ in Chemical, Pharmaceutical and Petrochemical Operations contains compulsory core units consisting of safety, teamwork and shift handover and a choice of two elective units ranging from cleaning, packaging, storage, processing products to quality management.
When compared to the British qualification, the South African NQF 1 qualification has a higher theory component while the British qualification is focused on job skills without any foundational science, process or equipment modules.
The Australian processing industry is of a similar size and sophistication as the South African industry. For this reason a comparison with the Australian qualification was included, as well as the AQF being an educational structure comparable to the NQF. An internet search of the AQF revealed that the Australian Certificate 1 in Process Plant Skills contains compulsory core units on communication, safety, quality and work procedures and it allows the learner to choose elective unit standards in a range of operational areas.
The Australian qualification is designed to deliver the skills needed to perform basic functions in a chemical processing plant, whereas the proposed South African qualification aims to empower the learner for a career in the processing industry by giving a theoretical introduction to the plant operations, before proceeding to operational functions in the NQF 2 qualification.
A comparison with the New Zealand qualification was included because the NZQA is an educational structure comparable to the NQF. The Research in the NZQA showed that no Level 1 qualification in Chemical Processing Operations is registered, although a Level 2 Certificate in Energy and Chemical Plant Operations (Process Operation) and a similar Level 4 Process Operation qualification is registered.
African countries with processing facilities (including SADC countries) were searched for applicable qualifications or training programmes, but no relevant qualifications are offered in any of these countries.
Both local and international qualifications place high emphasis on safety with a range of unit standards relating to hazards, emergencies and environmental protection included.
The Chemical Operations Qualification compares well with the best international qualifications and training programmes offered. The compulsory technical content incorporated in the qualification will serve to support qualifying learners to make better informed, autonomous decisions within a more compact timeframe than most international learners and will increase transportability of the qualification considerably.
|This qualification is the first in a series of four chemical operations qualifications and it will allow the learner a vertical progression from the introductory NQF 1 qualification. The qualifying learner may progress to a NQF level 4 supervisory qualification in an internal process control role in the chemical or processing industry.
Vertical articulation within the processing industry can occur with the following registered NQF level 2 qualifications:
Horizontal articulation can occur with the, ID 23253: GETC: Manufacturing, Engineering and Related Activities NQF Level 1.
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|In order to assess this qualification, the assessor needs:
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|This qualification replaces qualification 22865, "National Certificate: Chemical Operations", Level 1, 120 credits.
Range of equipment covered:
A system is understood to be equipment operated in combination to achieve a desired result in process operation.
Operating a system includes the integrated operation of the equipment that makes up the system.
This qualification addresses the theoretical knowledge required by learners in the processing industries.
Knowledge relating to the processing industries includes process specific technology, communication, mathematics, applied science, and SHEQ.
This qualification may be applicable to other processing operations. This is subject to its acceptance by appropriate subject matter experts.
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||110075||Apply basic fire fighting techniques||Level 1||NQF Level 01||3|
|Core||12199||Demonstrate an understanding of quality principles used in the chemical industry||Level 1||NQF Level 01||8|
|Core||244062||Demonstrate understanding of elementary chemical principles and their applications in process industries||Level 1||NQF Level 01||8|
|Core||244065||Demonstrate understanding of process piping, fittings and valves||Level 1||NQF Level 01||4|
|Core||244069||Demonstrate understanding of solid, liquid and gas storage methods||Level 1||NQF Level 01||6|
|Core||244070||Demonstrate understanding of solid, liquid and gas transfer equipment||Level 1||NQF Level 01||12|
|Core||244061||Interpret material safety data sheets (MSDS) in order to address chemical safety in the workplace||Level 1||NQF Level 01||4|
|Core||244063||Maintain basic safety, health and environmental issues||Level 1||NQF Level 01||6|
|Core||244067||Read and interpret simple drawings in a process environment||Level 1||NQF Level 01||3|
|Core||244064||Understand elementary process instrumentation||Level 1||NQF Level 01||5|
|Core||244066||Understand the principles of physics related to heat and thermal energy and its application in a processing environment||Level 1||NQF Level 01||4|
|Core||244068||Demonstrate understanding of the organisation and its relationships with stakeholders and the industry within which it operates||Level 2||NQF Level 02||3|
|Fundamental||119373||Describe and represent objects in terms of shape, space and measurement||Level 1||NQF Level 01||5|
|Fundamental||119368||Describe, interpret and represent mathematical patterns, functions and algebra in different contexts||Level 1||NQF Level 01||6|
|Fundamental||119635||Engage in a range of speaking/signing and listening interactions for a variety of purposes||Level 1||NQF Level 01||6|
|Fundamental||119364||Evaluate and solve data handling and probability problems within given contexts||Level 1||NQF Level 01||5|
|Fundamental||119631||Explore and use a variety of strategies to learn||Level 1||NQF Level 01||5|
|Fundamental||119640||Read/view and respond to a range of text types||Level 1||NQF Level 01||6|
|Fundamental||119636||Write/Sign for a variety of different purposes||Level 1||NQF Level 01||6|
|Elective||116511||Carry out basic first aid treatment in the workplace||Level 1||NQF Level 01||1|
|Elective||14664||Demonstrate knowledge of diversity within different relationships in the South African society||Level 1||NQF Level 01||3|
|Elective||116527||Demonstrate knowledge pertaining to basic health and safety principles in and around a workplace||Level 1||NQF Level 01||2|
|Elective||13165||Describe the properties of materials found in the workplace and describe their impact on the environment||Level 1||NQF Level 01||6|
|Elective||117943||Install a Personal Computer (PC) peripheral device, in a GUI environment||Level 1||NQF Level 01||2|
|Elective||116932||Operate a personal computer system||Level 1||NQF Level 01||3|
|Elective||14605||Take a representative sample in a manufacturing process line||Level 1||NQF Level 01||2|
|Elective||116938||Use a Graphical User Interface (GUI)-based word processor to create and edit documents||Level 1||NQF Level 01||4|
|Elective||117902||Use generic functions in a Graphical User Interface (GUI)-environment||Level 1||NQF Level 01||4|
|Elective||12204||Use wastewater/sewage, effluent and storm water systems in industry||Level 1||NQF Level 01||2|
|Elective||113924||Apply basic business ethics in a work environment||Level 2||NQF Level 02||2|
|Elective||14804||Demonstrate knowledge of Good Manufacturing Practices in a Chemical Manufacturing enviroment||Level 2||NQF Level 02||6|
|Elective||244078||Demonstrate understanding of a work permit system||Level 2||NQF Level 02||3|
|Elective||259639||Explain basic health and safety principles in and around the workplace||Level 2||NQF Level 02||4|
|Elective||9599||Lift and move material and equipment by means of a forklift||Level 2||NQF Level 02||3|
|Elective||116231||Operate a cab controlled overhead crane||Level 2||NQF Level 02||8|
|Elective||116235||Operate a pendant controlled overhead crane||Level 2||NQF Level 02||5|
|Elective||12207||Operate moving equipment to stack, de-stack and position materials||Level 2||NQF Level 02||4|
|Elective||114936||Participate effectively in a team or group||Level 2||NQF Level 02||2|
|Elective||12484||Perform basic fire fighting||Level 2||NQF Level 02||4|
|Elective||14706||Perform basic rigging procedures||Level 2||NQF Level 02||4|
|Elective||12208||Perform lubrication on production machinery||Level 2||NQF Level 02||3|
|Elective||116937||Use a Graphical User Interface (GUI)-based spreadsheet application to create and edit spreadsheets||Level 2||NQF Level 02||4|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|58514||General Education and Training Certificate: Chemical Operations||Generic Provider - Field 06||Level 1||NQF Level 01||120||CHIETA||OQSF|
|66070||General Education and Training Certificate: Chemical Operations: Mining and Minerals||Generic Provider - Field 06||Level 1||NQF Level 01||120||MQA||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|
|58514||General Education and Training Certificate: Chemical Operations||
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