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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Arboriculture: Tree Preservation 
SAQA QUAL ID QUALIFICATION TITLE
65490  National Certificate: Arboriculture: Tree Preservation 
ORIGINATOR
Task Team - Horticulture 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
FPMSETA - Fibre Processing and Manufacturing Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 01 - Agriculture and Nature Conservation  Horticulture 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 3  NQF Level 03  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 0695/12  2012-07-01  2015-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This Qualification is aimed at meeting the needs of persons already working in the field of Arboriculture. It also caters for new entrants in the field of Arboriculture who seek to do tree work as Ground Workers, who conduct elementary tree maintenance and who tree care work.

In South Africa, untrained workers without the necessary competencies pose a danger to trees, plants and other operating tree workers. This results in a compromise of environmental, health and safety standards. Accordingly, this Qualification is aimed at serving as an entry-level qualification that articulates with other qualifications in the field of forestry and nature conservation. It also serves as a springboard for future learning and competence needs of persons seeking to pursue higher levels of study and work in Arboriculture and related sub-fields.

This Qualification is aimed at filling the competence gap at this level to allow entry-level tree workers to earn a qualification and formal recognition.

The Qualification will enable the qualifying person to:
  • Communicate with role players (team, customer, supervisor/manager) in the work context.
  • Maintain and preserve trees and plants in an urban environment.
  • Perform tree related aerial work in an urban environment.
  • Adhere to occupational health and safety standards in carrying out tree work.

    The Qualification will enable the qualifying learner to do the following:
  • Identify types and basic characteristics of tree families.
  • Fell trees with a chainsaw using specialised techniques.
  • Climb a tree according to safe working practices.
  • Perform aerial rescue according to safe working practices.
  • Carry out pruning activities according to industry standards.
  • Operate a chain saw from a rope and harness according to safe practices and industry standards.
  • Dismantle trees according to acceptable industry standards and safe practices.
  • Operate a mobile elevating work platform.
  • Provide primary emergency care/first aid as an advanced first responder.

    Rationale:

    This Qualification is needed because of the varying levels of performance by the many people who act as Arborists and General Tree Workers.

    Low and insufficient competence levels of tree workers leads to a loss of essential existing current and future trees and plants. Low skills in tree work are also associated with structural damage to plants and trees and to injury to workers, due to the lack of competencies required to handle trees safely and responsibly. In addition, there is the tendency to indiscriminately use chemicals in the handling of plants and trees.

    This lack of skills, knowledge and proper orientation has resulted in the need for unit standards and qualifications for Arborists and tree work ground staff to build a competence profile and to develop capacity in the profession. In addition, learning opportunities for many previously disadvantaged persons will be created (access), through the many channels of learning and recognition, including Recognition of Prior Learning (RPL).

    This Qualification creates opportunities for employment in the SMME, corporate, Non-Governmental (NGO) and the various state entities. It creates, for the learner, a platform for future learning and work opportunities in the various sub-fields within the forestry and nature conservation field. The qualification will, in general, benefit entry-level learners, and, in particular, those that are currently employed and have acquired work experience but have not acquired any formal recognition and/or qualification. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    This Qualification assumes that learners are already competent in:
  • Communication and Mathematical Literacy at NQF Level 2.

    In addition, the learner should be a qualified chainsaw operator.

    Recognition of Prior Learning:

    This Qualification can be achieved wholly or in part through Recognition of Prior Learning. Whether a learner attends formal courses or acquires the required skills through informal means, the same standards apply as per the matrix of unit standards and Exit Level Outcomes.

    The Qualification and the Unit Standards have been written in such a way that the learning has to be assessed in an integrated way. Assessors will assess evidence to establish what the learners know, understand and can do. Such evidence may be gathered through course related activities and/or through work related activities. In cases where candidates do not attend formal learning programs, assessors should seek work related evidence as far as possible.

    Assessors should ensure that learners submitting themselves to RPL are thoroughly briefed prior to assessment. Learners will be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition.

    Where courses are provided for learners, institutions can use the Unit Standards and this Qualification to assess learning achievements. For learners who are not able to achieve the outcomes, providers can then use the Unit Standards and Qualification to determine a specific learning program to suit the learning needs of the candidate.

    Access to the Qualification:

    Access is open to all learners who are qualified chainsaw operators. However, the following learner attributes are recommended:
  • Physical fitness.
  • Good eyesight. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Qualification consists of Fundamental, Core and Elective Unit Standards. A minimum of 120 credits is required to achieve this Qualification. The credits are allocated as follows:

    Fundamental Component:
  • All Fundamental unit standards totaling 36 credits are compulsory.

    Core Component:
  • All the Core unit standards totaling 65 credits are compulsory.

    Elective Component:
  • The qualifying learner must choose unit standards totalling a minimum of 19 credits in order to meet the Qualification requirements. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate with role players (team, customer, supervisor/manager) in the work context.

    2. Maintain and preserve trees and plants in an urban environment in accordance with industry standards.

    3. Perform tree related aerial work in an urban environment according to safe working practices.

    4. Adhere to Occupational Health and Safety (OHS) standards in carrying out tree work.

    Critical Cross-field Outcomes:

    This Qualification addresses the following Critical Cross -Field Outcomes. The way in which the Critical Cross-Field Outcomes are addressed is given in detail in the unit standards.

    Identify and solve problems:
  • Identify and classify types of tree families for dismantling, pruning, felling and tree climbing operations.
  • Perform aerial rescue according to safe working practices.
  • Dismantle, climb, fell and prune trees.
  • Conduct risk assessment.

    Work effectively with others as a member of a team or organisation:
  • Contribute to team and operational goals.
  • Adhere to operational procedures.
  • Support team members in adhering to procedures relating to work roles to be carried out.
  • Adhere to team and organisational protocols.

    Organise and manage oneself and one's activities responsibly and effectively:
  • Respond appropriately to working conditions.
  • Apply work procedures appropriately to meet work requirements.

    Collect, analyse, organise and critically evaluate information:
  • Conduct risk assessment.
  • Respond appropriately to risks identified.
  • Apply legal and environmental standards.
  • Choose and use of equipment (chainsaw and protective clothing).

    Communicate effectively by using mathematical and language skills in the modes of oral and written presentations:
  • Report injures.
  • Brief ground crew.
  • Communicate with role players.

    Use science and technology effectively and critically, showing responsibility towards the environment and health of others:
  • Apply occupational health, safety and environmental requirements in the workplace.
  • Adhere to sector standards.
  • Use and care for equipment properly.

    Demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation:
  • Provide appropriate solutions to needs identified.
  • Conduct risk assessment.
  • Apply occupational health, safety and environmental requirements in the workplace.
  • Assist team members. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Client requirements are gathered and communicated according to company's policies and procedures.
    1.2 Oral communication is maintained and adapted as required to promote effective interaction in a work context.
    1.3 Written communication is conducted at an appropriate level for designated target audiences.
    1.4 Solutions are recorded and presented at an appropriate level.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Tree work techniques are carried out according to needs identified and in line with relevant standards.
  • Range: Techniques refer to pruning, felling and tree dismantling.
    2.2 Knowledge of tree biology is applied correctly and appropriately within the relevant environment.
    2.3 Safety measures are applied together with the correct use of equipment and resources when performing tree work operations.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Cabling equipment is used appropriately to meet needs identified and in a safe manner.
    3.2 Bracing equipment is used appropriately to meet needs identified and in a safe manner.
    3.3 Aerial operations are carried out procedurally and in a manner that meets all safety and all requirements.
    3.4 Knowledge of road traffic law and regulations is applied for tree work operations in a safe and compliant manner.
    3.5 Tree climbing is in line with relevant standards and meets needs identified within context.

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1 Knowledge of OHS legislation is demonstrated and applied when performing three work operation.
    4.2 First Aid is administered appropriately in the workplace and reported according to organisational policies and procedures.
    4.3 Safety, healthy and environmentally related activities are conducted in the work environment according to requirements of Occupational Health, Safety and Environmental laws and related codes.

    Integrated assessment:

    Integrated assessment evaluates the learner's ability to combine actions and ideas across a range of activities and knowledge areas. The integrated assessment must specifically assess the learner's ability to:
  • Demonstrate competence by means of the practical application of the embedded knowledge in a manner that meets the required performance standards required.
  • Illustrate a clear understanding of the concepts, theory and principles that underpin the practical action taken.

    The assessment will require assessment methods which measure and evaluate evidence generated during learning and on-the-job activities. Because assessment practices must be open and transparent, fair, valid and reliable; ensuring that no leaner is disadvantaged in any way whatsoever, an integrated assessment approach is incorporated into the Qualification.

    A variety of methods must be used in assessment tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner at the workplace, simulations, case studies role plays and other similar techniques should be used to provide a context appropriate to the assessment.

    The term integrated assessment implies that theoretical and practical components should be assessed together. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the Unit Standards should be integrated and, during integrated assessment, the assessor should make use of a range of formative and summative assessment tools and methods. Combinations of practical, applied, foundational and reflective competencies should be assessed. Assessment should further ensure that all specific outcomes, embedded knowledge and critical cross field outcomes are evaluated in an integrated way.

    Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience as the assessment process is capable of being applied to RPL, subject to the rules and criteria of the relevant ETQA. 
    		•

    INTERNATIONAL COMPARABILITY 
    Introduction:

    Arboriculture deals with the specialisation of tree care. In the past Arborists used to be commonly referred to as a tree surgeon. However the term, arborist, is now becoming increasingly common. For this comparative survey, we have reviewed Qualifications, courses and training opportunities in Australia, New Zealand, the United Kingdom due to their advanced technology and best practices in the field of nature conservation and forestry.

    SADC countries were also looked at to compare practices.

    Australia:

    Australia's entry level course in the field is the Certificate II in Horticulture (Arboriculture), which has general and specialist streams. Generally, Australian Arboriculture courses articulate well at a number of general vocational education/schooling and beyond. For our purpose, we have reviewed the course TAFE NSW Course No: 1601. This course is part of a range of a series of articulating Horticulture certificates. These are: the entry level No 1600, for which there are no entry level requirements; Course No: 1601, Course No 1604, (for supervisors) and Course No: 1605 Diploma in Horticulture, for those seeking to run a business in the field of horticulture.

    The level 4 Course No: 1601 is for people who work, or want to work, at a trade level, in the arboriculture sector of the horticulture industry, especially people who already have qualifications in amenity horticulture. The entry requirements are the entry level Horticulture Course No 1600, or New South Wales School Certificate (or equivalent).

    Although this course is at a higher level than South Africa's entry Level 3 Arboriculture Qualification, it contains equivalent course content elements that are comparable to SA's Level 3 Arboriculture Qualification.

    The object of this Australian course is, "to develop sound underpinning knowledge and a broad range of practical skills required to cultivate, establish, maintain and care for trees and shrubs in public and private gardens". It is consistent with the South African Arboriculture Level 3 qualification.

    The course elements: provide information about trees and their culture; implement tree pruning programs, operate chainsaws; undertake complex tree climbing and aerial rescue; respond to emergencies; remove dead, damaged, dangerous or unsound trees or tree limbs and fell small trees and remove trees in confined spaces, form part of Australia's level 3 and 4 Arboriculture course offering. These course elements are also found in SA course Level 4 core offering.

    Generic components of the qualification that resonate with the CCFO and other underpinning components of the SA Qualification are occupational health and safety procedures; first Aid, communicate effectively in the workplace; work effectively in the industry.

    Differences are that: the Australian Qualification is at a higher level (level 4). It is pitched at the level of a tradesman. Also, the following elements of the Australian course are not part of the SA qualification: sample soils and analyse results; improve plant nutrition; implement tree care and maintenance programs.

    Also, while the Australian Qualification, TAFE NSW, Course No: 1601, articulates horizontally with another, Certificate IV, RTF40203 in Horticulture (Arboriculture) (1604), the South African qualification, does not have such articulation at horizontal level. SA needs to develop an articulation pathway for Arboriculture.

    United Kingdom:

    In the United Kingdom, The National Proficiency Test Council NPTC and Lantra Awards offer certificates of competence for chainsaw use and for other areas related to Arboriculture.

    The difference between the South Africa and the UK is that the UK Arboriculture Qualification equivalent is at NQF Level 2, as opposed to SA's Level 3. The UK Arboriculture certificate of competency is foundational and is at Level 2: National Certificate (0345) Horticulture (Forestry Route/Arboriculture Route).

    However, the corresponding titles of certificate programs are Climb Trees & Perform Aerial Rescue; Brush Cutting Operations; Brushwood Chipper Operations; Stump Grinding Operations; Inspection of Arboricultural Equipment and Utility Arboriculture, Forest Machine Operations.

    Qualifying learners in the UK can work as tree climbers and as tree surgeons, or alternatively as contract workers.

    This Qualification articulates vertically with the Level 3 Qualification in Arboriculture - an Arboricultural Association Technicians' Certificate in Arboriculture - which opens doors for opportunities as a foreman.

    The BTEC National Certificate/Diploma in Forestry and Arboriculture is the next vertical point in the broader scheme of the Qualification framework, which can be achieved on a part time basis.

    A comparison with SA will show that the UK's entry level at NQF Level 2 has a greater substance than SA's entry Level 3, which is for beginners.

    However, both South Africa and the United Kingdom require Arboriculture practitioners to be qualified in chainsaw and First Aid work.

    In addition, there are Health and Safety Regulations (PUWER), in the UK, that make it obligatory for tree work operatives, in order for their Qualifications to remain up to date, to attend chainsaw refresher courses.

    International Society of Arboriculture (ISA):

    This body of tree care workers has developed a learning and occupational framework and a membership structure to which members and non-members can refer.

    ISA differentiates between three levels of competency. The ISA Arborist is at the bottom with competencies of tree worker, climber specialist and aerial specialist, in the middle is the utility municipal specialist with the capacity to manage arboricultural operations and projects and the Board Certified Master Arborist, with advance competencies in field sciences and management practices is at the top level.

    New Zealand:

    South Africa's Level 3 National Certificate in Arboriculture is an amalgam of New Zealand's level 2 and 3 Qualifications, in terms of content and course orientation.

    While South Africa's Level 3 Qualification is targeted at both the general tree worker, chainsaw operator with aerial tree work and basic tree maintenance capabilities, New Zealand enables a gradual-incremental approach with these competencies.

    For example, the New Zealand Horticulture Training (NZHTO) offers six National Certificates in Horticulture in the Arboriculture area, graded for the Ground worker (Level 2), Transplant Worker (Level 3), Basic Climber (Level 3), Utility Worker (Level 4), Advanced Climber (Level 4) and Consultant Climber (Level 4).

    Overall, New Zealand's Horticultural training, at the NQF Level 2-4, referred to above, is comprised of the following learning areas, which is consistent, in many important ways, to South Africa's Level 3 National Certificate in Arboriculture: pruning young, and mature amenity plants; plant maintenance; chainsaws, health and safety; transplanting trees manually and with specialist equipment; using climbing equipment in arboriculture; basic and advanced limb, sectional and tree felling techniques; using brush chippers and stump grinders; climbing and moving in trees; site access; site assessment; identifying amenity trees and shrubs; tree inspection; diagnosing amenity plant health problems; working around electricity in an arboriculture situation.

    Despite this, the following, and their equivalents, are not featured in South Africa's Level 3 National Certificate in Arboriculture: Planting trees and shrubs, planning and managing complex tree work, knowledge of application of tree law; the New Zealand arboriculture industry.

    The South African Level 3 National Certificate in Arboriculture neatly tracks some of New Zealand's key competencies at the various levels, both in content, Unit Standard structure and outlook of the competency.

    The SA Level 3 National Certificate in Arboriculture Qualification contains, at intermediate level, the key aspects of aerial rescue operations. These are: tree maintenance (felling, dismantling and pruning), first aid, and tree climbing orientation into plant families as core elements of the qualification. The other components of the qualification - including chainsaw operation, map reading, environmental pollution control, chipper and stump grinder operation identification of soil types, the control of pests, road traffic regulations, cabling and bracing - are electives.

    Africa:

    Arboriculture/Horticulture is still in its infancy on the continent. Only four countries on the continent (South Africa, Kenya, Algeria and Morocco) participate in Arboriculture/Horticulture trade shows. Saharan African universities focus mainly on forestry, Food Production, Silviculture and Wood Processing Studies at higher education level at universities such as Kwame Nkrumah, Nigeria Federal University, Botswana.

    Conclusion:

    Similarities:

    South Africa's Level 3 National Certificate in Arboriculture, as an entry level Qualification, compares well with its international counterparts in a number of areas. The Qualification's composite exit level outcomes are in line with those at similar Qualifications reviewed.

    The basic areas of tree work are covered, both in content and practice. There is an international perspective in its outlook.

    In the practice of Arborcists, there are similar stringent requirements for the use of potentially dangerous equipment like grinders, chippers and chainsaws. The standards pertaining to First Aid are also consistent with those of the broader international community.

    Also similar is the inclusion of generic work related competencies like team work.

    Differences:

    The South African qualification is at a different level on the NQF than those of other countries, but this is a result of the nature of the NQF.

    South Africa's learning and occupational pathway for Arboriculture has not evolved to include a learning pathway as compared to its international counterparts. 

    ARTICULATION OPTIONS 
    This Qualification articulates horizontally to the following qualifications:
  • ID 50266: National Certificate: Forestry: Silviculture, NQF Level 3.
  • ID 48988: National Certificate: Timber Harvesting, NQF Level 3.

    This Qualification articulates vertically to:
  • ID 23953: Further Education and Training Certificate: New Venture Creation, NQF Level 4. 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against the qualification must be registered as an assessor with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA, in terms of agreements reached around assessment and between various ETQA's (including professional bodies).
  • Assessment and moderation of assessment will be overseen by the relevant Education, Training, Quality, Assurance (ETQA) Body, or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA`s policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the associated unit standards.
  • Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.

    The options as listed above provide the opportunity to ensure that assessment and moderation can be transparent, affordable, valid reliable and non-discriminatory. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor or moderator of this qualification, the applicant needs:
  • To be registered as an assessor with the relevant ETQA.
  • To be in possession of a relevant forestry qualification at least at NQF Level 4 qualification.
  • To have sufficient relevant experience. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012. 

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  243272  Operate a Mobile Elevating Work Platform (MEWP)  Level 2  NQF Level 02  10 
    Core  262280  Climb a tree according to safe working practices  Level 3  NQF Level 03  10 
    Core  262157  Conduct pruning activities according to industry standards  Level 3  NQF Level 03  5 
    Core  262301  Dismantle trees according to acceptable industry standards and safe practices  Level 3  NQF Level 03  10 
    Core  117066  Fell trees with a chainsaw using specialised techniques  Level 3  NQF Level 03  2 
    Core  262185  Identify types and basic characteristics of tree families  Level 3  NQF Level 03  10 
    Core  262187  Operate a chain saw from a rope and harness  Level 3  NQF Level 03  5 
    Core  262258  Perform aerial rescue from a tree  Level 3  NQF Level 03  5 
    Core  254220  Provide primary emergency care/first aid as an advanced first responder  Level 3  NQF Level 03  8 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03  5 
    Fundamental  9010  Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations  Level 3  NQF Level 03  2 
    Fundamental  9013  Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 3  NQF Level 03  4 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03  5 
    Fundamental  9012  Investigate life and work related problems using data and probabilities  Level 3  NQF Level 03  5 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03  5 
    Fundamental  7456  Use mathematics to investigate and monitor the financial aspects of personal, business and national issues  Level 3  NQF Level 03  5 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03  5 
    Elective  116124  Control pests, diseases and weeds on all crops effectively and responsibly  Level 2  NQF Level 02  2 
    Elective  261803  Operate chipper according to industry norms  Level 2  NQF Level 02  3 
    Elective  261804  Operate stump grinder according to industry norms  Level 2  NQF Level 02  3 
    Elective  9322  Work in a team  Level 2  NQF Level 02  3 
    Elective  117085  Conduct basic forestry map reading  Level 3  NQF Level 03  2 
    Elective  254506  Demonstrate knowledge and attainment of the principal soil types and their characteristics  Level 3  NQF Level 03  3 
    Elective  262183  Install cabling and bracing for tree support  Level 3  NQF Level 03  7 
    Elective  123242  Organize forestry work team activities  Level 3  NQF Level 03  5 
    Elective  256527  Apply knowledge of road traffic legislation pertaining to traffic officers, road users and vehicles  Level 4  NQF Level 04  14 
    Elective  114587  Determine and manage the human resource needs of a new venture  Level 4  NQF Level 04  4 
    Elective  114589  Manage time productively  Level 4  NQF Level 04  4 
    Elective  243273  Monitor and control the safety and operations of Mobile Elevating Work Platforms  Level 4  NQF Level 04  8 
    Elective  242819  Motivate and Build a Team  Level 4  NQF Level 04  10 
    Elective  242850  Perform fire-ground operations necessary to ensure life safety, fire control, and property conservation under supervision  Level 4  NQF Level 04  12 


    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.
     
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