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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 |
| REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: |
| National Certificate: Mechanical Handling (Rigging) |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 59729 | National Certificate: Mechanical Handling (Rigging) | |||
| ORIGINATOR | ||||
| SGB Generic Manufacturing, Engineering, Technology | ||||
| 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. | SFAP - Sub-framework Assignment Pending | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| 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 | 127 | Level 2 | NQF Level 02 | Regular-Unit Stds Based |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
|
Passed the End Date - Status was "Reregistered" |
SAQA 091/21 | 2021-07-01 | 2023-06-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2024-06-30 | 2027-06-30 | |||
| 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 replaces: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 13696 | Mechanics: Chemical Rigging | Level 2 | Level TBA: Pre-2009 was L2 | 120 | Complete |
| 13699 | Electrics: Chemical Instrumentation | Level 2 | Level TBA: Pre-2009 was L2 | 120 | Complete |
This qualification is replaced by: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 102856 | Occupational Certificate: Rigger | Not Applicable | NQF Level 04 | 559 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The purpose of the qualification is to provide learners, education and training providers and employers with the standards and the range of learning required to work effectively in various industries making use of mechanical handling (rigging) skills and to meet the challenges of such an environment. The primary focus of this qualification is the acquisition of knowledge, skills and attributes required to supervise the lifting and moving of loads using a variety of lifting equipment and tackle and by co-ordinating the operation of lifting machinery to achieve this. This is the first in a learning pathway of three qualifications at NQF Level 2; NQF Level 3 and NQF Level 4. This series ends with the Further Education and Training Certificate in Mechanical Handling (Rigging) at NQF Level 4 and provides a developmental pathway for the full range of activities required for mechanical handling. The skills and knowledge required are described in a generic manner so that the changing needs of particular work environments can be met without requiring changes to the qualification or the unit standards. The primary skills that are recognised in this qualification are: These capabilities require an understanding of lifting and mechanical handling principles in terms of the application of mathematical solutions. Qualified learners will also understand: With this understanding learners will be able to participate effectively in workplace activities. This qualification will ensure that the relevant rigging skills are developed according to the requirements of industry. This qualification will also contribute to the social upliftment and development of employees by allowing learners who are active in the industry to gain recognition for the skills and knowledge they have acquired without having to go through a formal apprenticeship process. Rationale: The need to provide mechanical handling (rigging) skills within various industry sectors and the impact of a growing economy has created a demand for people with the ability to move a wide range of loads (machinery, equipment, goods and structures). In order to meet this demand (example, through learnerships and skills programmes), industry needs a mechanical handling (rigging) qualification which focuses on the lifting and moving of loads using lifting equipment and tackle. This qualification series represents an alignment with the traditional occupation of a rigger, which is characterised by the lifting and moving of loads by using various methods and techniques in accordance with legislative and regulatory requirements. The environment in which these skills are practised is characterised by strict codes of safety and high levels of planning and preparation. This qualification spells out the skills needed to operate successfully in this field. Typically learners would be new entrants to the industry or existing employees with some experience in rigging. Once qualified, they would be able to prepare lifting equipment and tackle and perform slinging tasks. They would perform tasks under supervision within the context of an overall team. It is possible for this role to represent a recognised position in the organisation (example, slinger's assistant). This qualification series recognises skills, knowledge and values relevant to a workplace and requires workplace experience. It is suitable for learners who: The outcomes of this qualification combine skills and knowledge in the technical, inter-personal and business spheres, enabling the learner to perform the operational aspects of the work, function within a team context and contribute to value-adding processes within the organisation. This qualification provides learners who have gained relevant experience in the workplace with an opportunity to obtain credits through an RPL process. It also forms the basis for further learning in the field of mechanical handling (rigging) where the learner will be able to lift and move loads using a range of mobile machines. Learner achievements will contribute to the ability of South African companies to compete for work in the global economy, thus securing jobs and employment opportunities. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| The following competencies are assumed for a learner accessing this qualification:
These skills form the basis for determining the credit allocation in this qualification. The allocation of credits is also based on the assumption that the learner will be working towards this qualification as part of a learning programme, which integrates all the unit standards. Recognition of Prior Learning: This qualification may be obtained through a process of RPL. The learner should be thoroughly briefed prior to the assessment and support should be provided to assist the learner in the process of developing a portfolio. The guidelines for integrated assessment should be used to develop the RPL assessment process. As with integrated assessment, while this is primarily a workplace-based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the Exit Level Outcomes. Access to the qualification: There is open access to this qualification. It is however, necessary to obtain relevant work experience in order to produce the evidence required for the assessment of the Exit Level Outcomes. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| Fundamental Component:
The Fundamental Component consists of Unit Standards in: Core Component: The Core Component consists of Unit Standards to the value of 71 credits all of which are compulsory. Elective Component: The Elective Component consists of a number of specializations each with its own set of Unit Standards. Learners are to choose a specialization area and must choose Elective Unit Standards to the value of 20 credits from the Elective Unit standards listed under that specialization so as to attain a minimum of 127 credits for this qualification. Specialisation Area 1: Learning Programme: Rigging (Manufacturing, Engineering and Related Industries): (Learning Programme ID 63483): Learners must choose Elective Unit Standards from the list below to give a minimum of 20 credits for the Elective Component: Category; ID; Unit Standard Title; Level; Credits: Total: 72 Credits. Specialisation area 2: Learning Programme: Rigging (Chemical Industry): (Learning Programme ID 63484): Learners must do Unit Standard ID 253374 and choose additional Elective Unit Standards from the list below to give a minimum of 20 credits for the Elective Component: Category; ID; Unit Standard Title; Level; Credits: Total: 34 Credits. Specialisation area 3: Learning Programme: (Rigging) Mining Industry: (Learning Programme ID 63485): Learners must choose Elective Unit Standards from the list below to give a minimum of 20 credits for the Elective Component: Category; ID; Unit Standard Title; Level; Credits: Total: 102 Credits. Specialisation area 4: Learning Programme: Rigging (Electrical Power Generation): (Learning Programme ID 63486): Learners must do Unit Standard ID 9839 and must choose additional Elective Unit Standards from the list below to give a minimum of 20 credits for the Elective Component: Category; ID; Unit Standard Title; Level; Credits: Total: 60 Credits. |
| EXIT LEVEL OUTCOMES |
| 1. Apply mechanical technology applicable to a lifting and mechanical handling environment.
> Tools: hand tools, measuring, marking off, fastening, power tools, and other basic tools. > Processes: drilling, tapping, filing (metal-removal), grinding, cutting, and other basic processes. > Skills: read and interpret simple engineering drawings, grinding, sharpening and filing. > Basic rigging implements may include tee-needle, marline spike and serving mallet. 2. Identify and apply rigging equipment. 3. Lift and move a load using overhead lifting machinery. 4. Understand and solve problems and communicate in verbal or written form with peers, members of supervisory/management levels and others. Critical Cross-Field Outcomes: These are embedded in the unit standards, which make up the qualification and are thus also reflected in the Exit Level Outcomes of the qualification. The Critical Cross-Field Outcomes are supported by the Exit Level Outcomes as follows: Identifying and solving problems in which responses display that responsible decisions using critical thinking have been made: Working effectively with others as a member of a team, group, organization and community: Organising and managing oneself and one's activities responsibly and effectively: Collecting, analyzing, organizing and critically evaluating information: Communicating effectively using visual, mathematical and/or language skills: Using science and technology effectively and critically, showing responsibility toward the environment and health of others: Demonstrate an understanding of the world as a set of related systems by recognizing that problem contexts do not exist in isolation: |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
1.1 Mechanical technology, techniques and processes applicable to Mechanical Handling (Rigging) are explained and demonstrated using engineering workshop machinery in a safe manner. 1.2 The use of hand tools, measuring instruments and engineering materials, are demonstrated by manufacturing rigging hand tools, using appropriate knowledge and skills. 1.3 Occupational health, safety and environmental legislation issues are explained and safety practices and procedures are applied while using tools, equipment and workshop machinery. 1.4 Machinery, tools and equipment are cleaned and stored according to standard operating procedures. Associated Assessment Criteria Exit Level Outcome 2: 2.1 Fibre ropes are identified and splicing and joining methods are applied according to standard work-site practice. 2.2 Manual lifting equipment is selected, inspected and used in terms of safety and regulatory requirements, ensuring that a load is lifted and moved efficiently according to work instructions. 2.3 Workplace procedures are applied in the handling of the load in order to avoid damage and avoiding danger to others. 2.4 Quality, safety and environmental procedures are followed in terms of worksite procedures, with specific reference to regulatory and legislative requirements. > Operating methods and procedures (characteristics) may include working load limits (WLL) and safe working load (SWL); awareness of defects; correct application (centre of gravity, environment, functions; advantages of one type over the other). > Rigging equipment (lifting equipment and tackle) may include rope blocks, snatch blocks, tirfors (hand-winch), chain blocks, ratchet-lever hoists, hydraulic and mechanical jacks, rollers and other lifting equipment. > Safe use includes checking and inspection, recognized procedures for recording condition of equipment, due regard for the well-being of others, the rigging equipment. > Overhead lifting machinery includes cab-controlled, pendant-controlled and gantry cranes. Associated Assessment Criteria Exit Level Outcome 3: 3.1 A load is lifted and moved by directing the operation of an overhead crane, according to work instructions, paying attention to effective communication through the use of hand signals. 3.2 Knowledge and application of the regulatory requirements pertaining to crane operations are demonstrated using safe lifting methods in avoiding danger to others and damage to the load. > Legislative requirements may include information from the Occupational, Health and Safety Act No. 85 of 1993; Driven Machinery Regulations, Mine Health and Safety Act, No.29 of 1996; South African Maritime Safety Regulations. Associated Assessment Criteria Exit Level Outcome 4: 4.1 Verbal communication is used during the interaction with other role players in the lifting and mechanical handling environment to determine and understand the extent of the lifting task, find and implement solutions and giving and getting feedback. 4.2 Written communication is used in order to understand, evaluate and report on the completion of the lifting task. 4.3 Technical reading skills are applied in order to understand task information through the use of work instructions or drawings. 4.4 Technical writing skills are applied in order to record extraordinary occurrences or related information. Integrated Assessment: Exit Level Outcomes and Associated Unit Standards: 1. Use and apply mechanical technology, techniques, processes and skills, applicable to a lifting and mechanical handling environment, according to standard industry practices. Category; ID; Title; Credits: 2. Identify and apply rigging equipment, according to appropriate operating methods and procedures, in terms of safety and efficiency. Category; ID; Title; Credits: 3. Lift and move a load using different overhead lifting machinery by applying an understanding of applicable legislative and regulatory requirements. Category; ID; Title; Credits: 4. Understand and solve problems and communicate in verbal or written form with peers, members of supervisory/management levels and others. Category; ID; Title; Credits: |
| INTERNATIONAL COMPARABILITY |
| 1. Introduction:
This qualification: "National Certificate: Mechanical Handling (Rigging)" does not use the traditional term "rigger" as used in the South African apprenticeship system and most other countries. However, the knowledge and skills contained within this qualification series at NQF Level 2 to Level 4, are similar to the trade-related occupation of a rigger as it is recognised locally and internationally. The National Certificate: Mechanical Handling (Rigging) Level 2 is the first of a learning pathway for three consecutive qualifications which culminate in the Further Education and Training Certificate: Mechanical Handling (Rigging) Level 4. Some of the international qualifications investigated, do not lead to three different qualifications, but culminate in one qualification over a four-year period and are commonly called traditional apprenticeships. It is only in the vocational context, that we find the tendency to "break up" the traditional trades into different levels of learning and subsequent occupational descriptors. This practice is endemic of those countries which have a close association with outcomes-based methodology and standards-based qualifications development. The Mechanical Rigging qualifications (Level 2, Level 3 and Level 4 respectively) collectively compare well to similar apprenticeship and vocational education and training (VET) international qualifications. In benchmarking the Mechanical Handling (Rigging) qualification series, against international qualifications, examples in different parts of the world were investigated. The country which dominates the international standard for mechanical handling (rigging) is the United Kingdom. For centuries Britain's maritime influence has simultaneously developed best practices in rope-work (the origins of rigging), the application of lifting equipment and the development of a regulatory infrastructure which is still evident today. This influence has cascaded into Commonwealth Countries (examples, Singapore; Malaysia; Australia; New Zealand; India) and includes the United States of America (USA). Although countries across the globe have independent regulatory frameworks pertaining to mechanical handling, the lifting and moving of loads and the application of lifting equipment, there is a close resemblance to the British equivalent (The Lloyd's Register: Code for Lifting Appliances, the Lifting Operations and Lifting Equipment Regulations of 1998: LOLER and the applicable British Standards). Currently, this mechanical handling standard is applicable to the maritime, offshore oil and gas exploration, mining, civil engineering and construction and manufacturing and engineering sectors across the globe. 2. Countries and qualifications investigated: United Kingdom (England and Scotland) from www.ecitb.org.uk: The Scottish Qualifications Authority (SQA) is responsible for overseeing the Scottish system for Vocational Qualifications and Further Education. Scottish Vocational Qualifications (SVQ) provide a guarantee that someone can do a real job to the standard required by employers. They have been developed in partnership with industry and are specifically designed to meet the needs of employers and employees alike. SVQs are part of a concept designed to recognise competence in the workplace. In engineering, the classification of SVQs are by occupational area and are at 5 distinct Levels: Each SVQ is made up of a number of units of competence, which describe what is expected of a competent candidate. In turn the units are broken down into elements of competence which are the standards the candidate should be able to achieve. The qualification from the National and Scottish Vocational Qualifications (N/SVQ) which relates to "Rigging", is the standards-based programme-N/SVQ Moving Loads Apprenticeship Programme. Programme description: The apprenticeship programme, run under the NASEC (National Apprenticeship Scheme for Engineering and Construction), combines skills-specific training for rigging & lifting, with engineering VQ's through a Further Education Qualification. Apprentices complete the provider-based ("centre-based") part of the programme and then transfer to employed status for completion of their apprenticeships with stakeholders operating in the offshore oil & gas and engineering construction sectors. Apprentices are employed from the outset and follow the SEMTA's (Science Engineering and Manufacturing Technologies Alliance) Modern Apprenticeship framework: > SVQ Level 2 (minimum of 26 weeks at an accredited training centre). > SVQ Level 3 (in the workplace with monitoring and assessments by a training officer). > An educational qualification for example, National Certificate (NC) in Engineering Practice (day release at a training centre). Entry qualifications vary from company to company but in most cases Standard Grades at Level 3 or above in Maths, Science, English and Craft related subjects are sought by employers. United States: In the United States model, the "rigger" apprenticeship is achieved over a four-year period and is similar to the traditional apprenticeship system in South Africa. The methodology is competency-based as opposed to outcomes-based. The programme content however, is similar to the broad context of Mechanical Handling (Rigging) Levels 2, 3 and 4. Conclusion: The National Certificate: Mechanical Handling (Rigging) qualification Level 2 is in line with the US example for year 1/2 of the apprenticeship programme. Australia (www.ntis.gov.au) in terms of the Australian Quality Training Framework (AQTF): "Australian Apprenticeships" (formerly "New Apprenticeships"), embrace all apprenticeships and traineeships. They combine time at work with training and can be full-time, part-time or school-based. The change of name and appearance is the first step in a range of improvements to be introduced in Australian Apprenticeships. The qualifications for "Riggers" are covered within the apprenticeship format, of which the duration is 4 years. African Comparability: Southern African Development Community (SADC): Zimbabwe and Botswana: Alignment with the United Kingdom's model of Vocational Education and Training (VET), through the London City and Guilds qualification framework and the National Vocational Qualification system (NVQ) exists: The Botswana National Qualifications Act was passed in 1998. At this present time, focus on the development of standards-based qualifications through a Botswana Vocation Education and Training System (BVET) has revolved around the Wholesale and Retail and Tourism sectors. Currently, Botswana riggers are trained through the apprenticeship system. The length and duration of the practical and theoretical components differ slightly to the South African apprenticeship system, but the learning competencies are similar. The context focuses on the diamond mining sector and small local manufacturing and engineering industries. East African Community (EAC): The three member states of the EAC; Kenya, Tanzania and Uganda, are currently engaged in the harmonisation of education and training systems within the EAC. Currently, no qualification infrastructure exists. Canada: Information regarding training was also found on the website of the North Alberta Institute of Technology and the College of The Rockies. The full "rigger" qualification is obtained over a four-year period. The "job description" of the "rigger" is similar across the international arena. "Riggers" at Certificate Level 1 and 2 are able to select the proper sling; sling loads; and direct and position loads. They can work safely within the capability of the crane and with straightforward loads. Conclusion: The Canadian qualifications related to Mechanical Handling (Rigging can be used interchangeably with the qualifications developed for the various South African industry sectors, and serve a similar purpose. New Zealand (www.kiwiquals.govt.nz) in terms of the New Zealand Qualifications Framework (NZQF): National Certificate in Rigging with strands in the Certificate in Basic Rigging Level 1 and 2 (selection of the relevant strand from the Certificate in Basic, Intermediate and Advanced Rigging Level 4). 3. Summary of international comparisons with NC Mechanical Handling (Rigging) Level 2: The National Certificate: Mechanical Handling (Rigging) Level 2 compares well to all the qualifications investigated, with an overarching comparison covering: Content: The qualifications from the various countries all address the range of mechanical handling competencies included in Level 2, thus attending to the need to fulfil the requirements of being introductory of nature. The content of the first/second year (Level) of the mechanical Rigging qualifications across the globe, relates favourably to the content of Mechanical Handling (Rigging) Level 2 and the learning assumed to be in place: Progression: The international qualifications investigated, all address a progression of competencies, e.g. Level 2: Introduction to mechanical handling technology and the ability to select the proper sling; sling loads; and direct and position loads. They can work safely within the capability of the crane and with straightforward loads. The Level 3 strand progresses learners to carry out all basic functions; rig cranes, conveyers, and similar equipment for heavy lifts; handle the associated rope work; and work at heights. The Level 4 strand progresses learners to an "Advanced Rigging" strand in which they are able to meet the top equipment usage level in the rigging industry, such as guyed derricks, gin poles, cable ways and fabricated hung scaffolds. They are also able to plan and supervise complex operations. This is the highest level qualification available in this industry. Demonstration of Work Practices: Level 2: Holders of the National Certificate with the Rigging Level 2 strand are able to select the proper sling; sling loads; and direct and position loads. They can work safely within the capability of the crane and with straightforward loads. Conclusion: These outcomes are covered within the Level 2 certificate developed for South Africa. Learning delivery: The learning delivery process in all the examples included on-the-job (practical) and off-the-job (theoretical) components. The methodology is predominantly outcomes-based, although there is overwhelming evidence of traditional competency-based practice in the USA. Outcomes-Based Methodology: All the examples found either directly or indirectly comply with principles of outcomes-based learning, particularly in terms of outcomes representing meaningful units of learning and assessment being conducted continuously (formatively). There is generally a final integrated assessment, typically called a certificate of qualification (trade test certificate), where the candidate is required to demonstrate specific and core (cross-field) knowledge and skills. Apprenticeships and VET programme-alignment: In the majority of all the examples found, learning is vocational-based. In some countries (England, Scotland, New Zealand and Australia) these are called "Modern Apprenticeships" (Cassels Report: 2001). These take the form of two categories, namely a programme-led apprenticeship where learners are able to follow a vocational programme at a college and then seek employment as trainees/apprentices/interns in order to qualify as artisans; and an employer-led apprenticeship, in which learners are engaged in a formal contract of learning and most learning is workplace-based. In most cases learners "earn while they learn". Application (Purpose): As is the intention with the South African qualifications, the international qualifications all prepare learners for working in a wide variety of industry sectors or contexts. Status: In all countries researched, rigging apprenticeship numbers have declined, thus making "riggers" sought after across the globe. 4. Concluding remarks: The outcomes of the National Certificate: Mechanical Handling (Rigging) Level 2 certificate developed for South Africa compares favourably with the rest of the international community and by every indication, is compatible with those countries who engage with outcomes-and standards-based qualifications. 5. Reference documents: 5.1 Availability of skilled labour in selected occupations in Western Australia (Shah. Cooney, Long and Burke: 2005). 5.2 National Guidelines on Cross-Sectoral Qualification Linkages (Australian Qualifications Framework (AQF) Implementation Handbook: 2002). 5.3 Lifting and Mechanical Handling Guidelines (Step Change in Safety: ERS Network Off-shore Oil and Gas Industry: UK). 5.4 Policy Watch: Apprenticeship framework: A Change in Design (Sian Owen: 2005; Authorised by Steve Besley-UK). 5.5 Training in Engineering Construction Skills: Employers Guide (TECSkills and the ECITB-UK:2007). 5.6 Modern Apprenticeships: The Way to Work (Cassels Report: 2001): UK. 5.7 Role of Apprenticeship in VET System: The Case of Botswana (Ahmad: 2003) at Conference on the Reform of Technical and Vocational Education and Training (TVET) Gaborone, Botswana. 5.8 Challenges Facing Vet Transformation in the SADC Region (Akoojee and McGrath: 2003 HSRC-Pretoria) at the Conference on the Reform of Technical and Vocational Education and Training (TVET) in Gaborone, Botswana. 6. Reference Web-sites: www.ecitb.org.za; www.ntis.gov.au; www.bota.org.bw; www.kiwiquals.govt.nz; www.bcit.ca; www.nait.ca; www.cotr.bc.ca www.edexcel.co.uk; www.tullontraining.co.uk; www.doleta.com; www.tecskills.org.za. |
| ARTICULATION OPTIONS |
| This qualification was designed to enable qualifying learners to move from one engineering context to another and still get recognition for successful learning achievements in the previous context. This means that credit accumulation towards certification could be obtained across industries.
Vertical articulation: Horizontal articulation: Fundamental learning at this level applies to equivalent credit accrual for engineering-related qualifications at NQF Level 2. Core and Elective learning at this level applies to equivalent credit accrual for some unit standards in most engineering qualifications where applicable, eg.: |
| MODERATION OPTIONS |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| The following criteria should be applied by a relevant ETQA as a minimum requirement:
1. Assessors should be in possession of an appropriate qualification, namely: 2. Registration as an assessor with the relevant Education and Training Quality Assurance Body. 3. Proven inter-personal skills and the ability to: |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
| NOTES |
| UNIT STANDARDS: |
| ID | UNIT STANDARD TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS | |
| Core | 116283 | Demonstrate knowledge of and apply regulatory requirements pertaining to crane operation | Level 2 | NQF Level 02 | 5 |
| Core | 253595 | Direct the operation of an overhead crane | Level 2 | NQF Level 02 | 3 |
| Core | 253591 | Identify and use fibre ropes | Level 2 | NQF Level 02 | 4 |
| Core | 12477 | Identify engineering materials, their characteristics and applications and common metal tests used in engineering | Level 2 | NQF Level 02 | 4 |
| Core | 253575 | Inspect, use and care for manual lifting equipment and tackle | Level 2 | NQF Level 02 | 5 |
| Core | 13220 | Keep the work area safe and productive | Level 2 | NQF Level 02 | 8 |
| Core | 253582 | Lift and move a load using manual lifting equipment and tackle | Level 2 | NQF Level 02 | 8 |
| Core | 253555 | Manufacture basic rigging hand tools | Level 2 | NQF Level 02 | 4 |
| Core | 13214 | Operate and monitor a drilling machine to produce simple components | Level 2 | NQF Level 02 | 6 |
| Core | 12215 | Read, interpret and produce basic engineering drawings | Level 2 | NQF Level 02 | 6 |
| Core | 119744 | Select, use and care for engineering hand tools | Level 2 | NQF Level 02 | 8 |
| Core | 12476 | Select, use and care for engineering measuring equipment | Level 2 | NQF Level 02 | 4 |
| Core | 12219 | Select, use and care for engineering power tools | Level 2 | NQF Level 02 | 6 |
| Fundamental | 119463 | Access and use information from texts | Level 2 | NQF Level 02 | 5 |
| Fundamental | 9009 | Apply basic knowledge of statistics and probability to influence the use of data and procedures in order to investigate life related problems | Level 2 | NQF Level 02 | 3 |
| Fundamental | 7480 | Demonstrate understanding of rational and irrational numbers and number systems | Level 2 | NQF Level 02 | 3 |
| Fundamental | 119454 | Maintain and adapt oral/signed communication | Level 2 | NQF Level 02 | 5 |
| Fundamental | 12444 | Measure, estimate and calculate physical quantities and explore, describe and represent geometrical relationships in 2-dimensions in different life or workplace contexts | Level 2 | NQF Level 02 | 3 |
| Fundamental | 119460 | Use language and communication in occupational learning programmes | Level 2 | NQF Level 02 | 5 |
| Fundamental | 7469 | Use mathematics to investigate and monitor the financial aspects of personal and community life | Level 2 | NQF Level 02 | 2 |
| Fundamental | 9007 | Work with a range of patterns and functions and solve problems | Level 2 | NQF Level 02 | 5 |
| Fundamental | 119456 | Write/present for a defined context | Level 2 | NQF Level 02 | 5 |
| Elective | 9839 | Apply and maintain safety in an electrical environment | Level 1 | NQF Level 01 | 5 |
| Elective | 253774 | Adhere to basic occupational health and safety practices pertaining to shaft operations | Level 2 | NQF Level 02 | 3 |
| Elective | 252373 | Apply basic concepts of cargo care | Level 2 | NQF Level 02 | 7 |
| Elective | 10641 | Carry out a detailed inspection on enhanced safety apparatus | Level 2 | NQF Level 02 | 3 |
| Elective | 243067 | Cut materials using the oxy-fuel gas cutting process (manual cutting) | Level 2 | NQF Level 02 | 6 |
| Elective | 253374 | Describe the chemical industry's composition, its regulatory requirements and communication techniques | Level 2 | NQF Level 02 | 2 |
| Elective | 12465 | Develop a learning plan and a portfolio for assessment | Level 2 | NQF Level 02 | 6 |
| Elective | 119061 | Erect, alter/reposition and dismantle load bearing scaffolding | Level 2 | NQF Level 02 | 13 |
| Elective | 12466 | Explain the individual`s role within business | Level 2 | NQF Level 02 | 4 |
| Elective | 253674 | Install scraper rigs and rig scraper ropes in an underground workplace | Level 2 | NQF Level 02 | 4 |
| Elective | 253714 | Install scraper ropes onto scraper winch drums | Level 2 | NQF Level 02 | 2 |
| Elective | 229995 | Install, use and perform basic rescues from fall arrest systems and implement the fall protection plan | Level 2 | NQF Level 02 | 3 |
| Elective | 110163 | Lift and move a load using a Tugger Winch | Level 2 | NQF Level 02 | 4 |
| Elective | 253715 | Load and remove long material into and from a shaft conveyance | Level 2 | NQF Level 02 | 3 |
| Elective | 253754 | Load and remove rolling stock into and from a shaft conveyance | Level 2 | NQF Level 02 | 8 |
| Elective | 253694 | Load and unload persons into and from a shaft conveyance | Level 2 | NQF Level 02 | 4 |
| Elective | 253659 | Make up a steel wire rope specimen for testing purposes | Level 2 | NQF Level 02 | 2 |
| Elective | 116231 | Operate a cab controlled overhead crane | Level 2 | NQF Level 02 | 8 |
| Elective | 116254 | Operate a mobile crane | Level 2 | NQF Level 02 | 20 |
| Elective | 116235 | Operate a pendant controlled overhead crane | Level 2 | NQF Level 02 | 5 |
| Elective | 116255 | Operate a tower crane | Level 2 | NQF Level 02 | 20 |
| Elective | 116253 | Operate a truck mounted loader crane | Level 2 | NQF Level 02 | 20 |
| Elective | 242981 | Operate defined purpose lift trucks | Level 2 | NQF Level 02 | 4 |
| Elective | 8420 | Operate in a team | Level 2 | NQF Level 02 | 4 |
| Elective | 242976 | Operate overhead/gantry cranes | Level 2 | NQF Level 02 | 5 |
| Elective | 253581 | Place and move a load by utilising rollers | Level 2 | NQF Level 02 | 2 |
| Elective | 253775 | Prepare a conveyance for shaft examination and repairs | Level 2 | NQF Level 02 | 2 |
| Elective | 253635 | Replace the bucket assembly of a dragline | Level 2 | NQF Level 02 | 2 |
| Elective | 253638 | Sling and communicate during crane operations | Level 2 | NQF Level 02 | 4 |
| Elective | 253600 | Use a side-boom to lift, lower and carry materials | Level 2 | NQF Level 02 | 5 |
| Elective | 243063 | Weld carbon steel work-pieces using the shielded metal arc welding process in the down-hand position. | Level 2 | NQF Level 02 | 15 |
| Elective | 243072 | Weld workpieces using the oxy-acetylene gas welding process in the downhand position | Level 2 | NQF Level 02 | 10 |
| Elective | 253603 | Manoeuvre a load using mechanical lifting equipment | Level 3 | NQF Level 03 | 7 |
| Elective | 253603 | Manoeuvre a load using mechanical lifting equipment | Level 3 | NQF Level 03 | 7 |
| Elective | 253657 | Re-rail rolling stock by means of jacks | Level 3 | NQF Level 03 | 3 |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification. |
| LP ID | Learning Programme Title | Originator | Pre-2009 NQF Level |
NQF Level | Min Credits | Learning Prog End Date | Quality AssuranceFunctionary |
NQF Sub-Framework |
| 63484 | National Certificate: Mechanical Handling: Rigging: Chemical | Generic Provider - Field 06 | Level 2 | NQF Level 02 | 127 | CHIETA | OQSF | |
| 63486 | National Certificate: Mechanical Handling: Rigging: Electrical Power Generation | Generic Provider - Field 06 | Level 2 | NQF Level 02 | 127 | EWSETA | OQSF | |
| 63483 | National Certificate: Mechanical Handling: Rigging: Manufacturing and Engineering | Generic Provider - Field 06 | Level 2 | NQF Level 02 | 127 | MERSETA | OQSF | |
| 63485 | National Certificate: Mechanical Handling: Rigging: Mining and Minerals | Generic Provider - Field 06 | Level 2 | NQF Level 02 | 127 | 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. |
| 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. |