All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: |
National Certificate: Aerodrome Control |
SAQA QUAL ID | QUALIFICATION TITLE | |||
58580 | National Certificate: Aerodrome Control | |||
ORIGINATOR | ||||
SGB Aerospace Operations | ||||
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
TETA - Transport Education and Training Authority | OQSF - Occupational Qualifications Sub-framework | |||
QUALIFICATION TYPE | FIELD | SUBFIELD | ||
National Certificate | Field 10 - Physical, Mathematical, Computer and Life Sciences | Physical Sciences | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 140 | Level 5 | Level TBA: Pre-2009 was L5 | Regular-Unit Stds Based |
REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
Passed the End Date - Status was "Reregistered" |
EXCO 07158/17 | 2015-07-01 | 2016-12-31 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2017-12-31 | 2019-12-31 |
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 |
Purpose:
The combination of learning outcomes that comprise this qualification will provide the qualifying learner with vocational knowledge and skills appropriate to the context of aerodrome control. The learner will have an understanding of aerodrome control and how to interpret the air traffic situation for aerodrome control purposes. This qualification will provide the opportunity for learners to develop their practical skills with the essential knowledge required for aerodrome control. The qualifying learner will be able to: This qualification is the second qualification in a pathway of three (3) qualifications for learners in the air traffic management environment. Learners can move along the pathway through the achievement of clusters of unit standards that lead to the attainment of various military and/or civilian Air Traffic Management (ATM) ratings. Rationale: 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). This qualification will facilitate the development of a professional community specifically for Air Traffic Service Support 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 |
It is assumed that learners are competent in the outcomes contained in the National Certificate: Air Traffic Services Support NQF Level 5.
Recognition of Prior Learning: The Qualification may be obtained in whole or in part through the process of Recognition of Prior Learning. Learners who meet the requirements of any Unit Standard in this Qualification may apply for recognition of prior learning to the relevant ETQA. 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 the 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? |
Y |
QUALIFICATION RULES |
The Elective unit standard category is open ended to allow the learner to choose the 36 credits associated to the Elective unit standards from any discipline that would add value to the purpose of the qualification or the learners own development on a learning pathway within the sector. |
EXIT LEVEL OUTCOMES |
On completion of this Qualification learners are able to:
1. Appreciate the traffic situation in an aerodrome control environment. 2. Assess and respond to an emergency in an aerodrome control environment. 3. Control ground and airborne traffic within a designated area of responsibility. 4. Interact in an air traffic control system influenced by the inter-relationships of technology, people, procedures and the environment. |
ASSOCIATED ASSESSMENT CRITERIA |
1.
> Range: Quality assurance audits include but are not limited to aviation safety, staff readiness, occupational health and safety, equipment serviceability. > Note: It is assumed that the audit outcome includes recommendations to rectify shortcomings. 2. > Range: Aerodrome control emergency situation can be real or a simulated. > Range: Emergency procedures include but are not limited to the application of pyrotechnic and light signals and deployment of rescue services. 3. > Range: Aerodrome control environment includes but is not limited to runway inspection, radio checks, equipment inspections, self readiness. > Range: Change of watch includes opening, closing, handing-over, taking over watch, after hour duties, and closure of airfield. > Range: Ground traffic includes but is not limited to vehicles, aircraft and working parties. 4. > Range: Communication techniques include advanced, written or oral techniques required when working in a supervisory and/or senior technical capacity in an organisation. Integrated Assessment: 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 practices: > 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. |
INTERNATIONAL COMPARABILITY |
As with other aviation related learning programmes the contents is governed by the International Civil Aviation Organisation (ICAO) and several regional or national agencies such as Federal Aviation Authority (FAA) (USA), Joint Aviation Authority (JAA) (Europe) and Civil Aviation Authority. (CAA). In many instances the competencies are offered in loose standing learning programmes presented as modules for easy integration into aviation occupational training programmes. These serve the same purpose as unit standards developed for the NQF. The advantage of South African qualifications and unit standards is that they provide 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 more of a task nature rather 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 relationship with many African countries to the extent that most of those countries send their future ATCs to South Africa for training. Zimbabwe is the exception to the rule and maintains its own 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 (Thailand), Australia and New Zealand. In all instances it was found that their learning programmes lacked a formal fundamental base i below NQF Level 5. Except for New Zealand, 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 similar. 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: Standard and custom-designed courses are taught by experienced, motivated air traffic controllers and instructors. Courses include: Zimbabwe: 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. ICAO Course 052 (ATC Licence & Aerodrome Control Training): ADC Simulator Training (SIM): New Zealand: It is only the New Zealand qualification that makes reference to special outcomes in training similar to the South African ATC qualifications that refer to specialisation in the elective component. 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: Entry requirements: Outcome statement: 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. Content: 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 (Aerodrome Control Rating): Air Traffic Control: Entry requirements: Outcome statement: People completing this qualification are able to demonstrate knowledge of aerodrome procedures in accordance with the Airways Manual of Air Traffic Services and AIPNZ, operate as safe, reliable, independent air traffic controllers in a variable and dynamic aerodrome environment, manage the personal and situational demands placed on an air traffic controller, 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. Content: Study includes ATS licensing subjects; aerodrome control (simulated); ATC skills; approach control (simulated); aerodrome control rating and validation. Thailand: 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. Objectives: 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. Target Population: 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. Prerequisites: Course Content: List of Modules; Duration: All modules or parts thereof in the Thailand Advanced Air Traffic Control training course are similar to the content of the National Certificate: Aerodrome Control NQF Level 5. Australia: 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. It is therefore pitched somewhat higher than the proposed qualification. 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 Certificate: Aerodrome Control NQF Level 5. Europe: 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. 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. ICAO Standards: 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 - Annex 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. Conclusion: The contents of the National Certificate: Aerodrome Control compares favourably with the two qualifications provided by New Zealand who use the same systems and apply the same practices 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 programme. 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. This qualification and unit standards provide for a holistic approach to the learner ensuring the development of the whole person as compared to the others which focus on a more narrow occupational approach. |
ARTICULATION OPTIONS |
This qualification has horizontal articulation with the following qualifications:
This qualification has vertical articulation with the following qualifications: |
MODERATION OPTIONS |
CRITERIA FOR THE REGISTRATION OF ASSESSORS |
For an applicant to register as an assessor, the applicant needs:
|
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
NOTES |
Definitions: Aircraft: Any machine that can derive support in the atmosphere from the reaction of the air against its surface. Air Traffic Management: ICAO English: 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. Team resource management: Strategies for the best use of all available resources that include information, equipment and people to optimise safety and efficiency within a specific work environment. > 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. GAT: General air traffic. |
UNIT STANDARDS: |
ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
Core | 119903 | Analyse and synthesise spatial information from maps and other forms of spatial information | Level 4 | NQF Level 04 | 4 |
Core | 13235 | Maintain the quality assurance system | Level 4 | NQF Level 04 | 5 |
Core | 119031 | Assess and analyse an incident | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
Core | 244199 | Conduct air traffic control for traffic combinations on and in the vicinity of an aerodrome | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Core | 119037 | Establish incident management | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Core | 244198 | Evaluate, analyse, interpret and communicate information for aerodrome traffic planning | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Core | 119033 | Implement an Incident Management Plan | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
Core | 244194 | Perform Air Traffic Service (ATS) shift procedures and administration | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Fundamental | 242706 | Analyse problems | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Fundamental | 243325 | Apply safety principles for flight operations | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Fundamental | 15230 | Monitor team members and measure effectiveness of performance | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Fundamental | 110526 | Plan, organise, implement and control record-keeping systems | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Fundamental | 12433 | Use communication techniques effectively | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Fundamental | 243278 | Analyse and apply safety principles in aviation | Level 6 | Level TBA: Pre-2009 was L6 | 5 |
Elective | 120476 | Adhere to professional conduct and organisational ethics | Level 5 | Level TBA: Pre-2009 was L5 | 4 |
Elective | 120300 | Analyse leadership and related theories in a work context | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Elective | 120305 | Analyse the role that emotional intelligence plays in leadership | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
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 | 117988 | Apply the Strategic Process during Planning | Level 5 | Level TBA: Pre-2009 was L5 | 3 |
Elective | 117392 | Conduct a range of audits | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
Elective | 7876 | Conduct on-the-Job-Training | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
Elective | 115753 | Conduct outcomes-based assessment | Level 5 | Level TBA: Pre-2009 was L5 | 15 |
Elective | 114488 | Coordinate government communication activities | Level 5 | Level TBA: Pre-2009 was L5 | 6 |
Elective | 120044 | Demonstrate knowledge of Airpower | Level 5 | Level TBA: Pre-2009 was L5 | 5 |
Elective | 11286 | Institute disciplinary action | Level 5 | Level TBA: Pre-2009 was L5 | 8 |
LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
NONE |
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. |
NONE |
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |