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

Demonstrate knowledge to advise on the application of commercial and industrial cleaning chemicals 
SAQA US ID UNIT STANDARD TITLE
110459  Demonstrate knowledge to advise on the application of commercial and industrial cleaning chemicals 
ORIGINATOR
SGB Hygiene & Cleaning Services 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Cleaning, Domestic, Hiring, Property and Rescue Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
Learners working towards this standard will be learning towards the full qualification, or will be involved in or working within a cleaning environment. Qualifying learners understand the application of cleaning chemicals in a commercial and industrial environment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The learner has the speaking and listening ability equal to NQF Level 3 Communication Skills standard and/or any other communication skill that will enable him/her to confirm the knowledge and skills required by this unit standard.
Learners accessing this standard will have completed the unit standards:

Use chemicals in cleaning procedures 12517
Handle and store chemicals in the workplace
Understand basic cleaning principles and perform basic cleaning tasks 12520
Identify surfaces, soilage and its cleaning procedures 12515 

UNIT STANDARD RANGE 
1. The scope of this unit standard is the application of chemicals for any cleaning operation in the pharmaceutical-, hospital, commercial, industrial and food production areas. Laundry and dry cleaning of textiles is not covered by this unit standard.
2. In the context of this unit standard chemicals includes detergents, disinfectant detergents, protective products, combined maintenance products and solvents.
3. In the context of this unit standard protective products refers to silicone/wax-based, wax-based and acrylic polymer-based products. Protective products such as epoxy coatings, paints, anti-corrosion and other specialist coatings are not covered by this unit standard.
4. The level assigned to this unit standard is appropriate because the processes require a wide range of technical skills, offer a considerable choice of procedures, and are applied in a variety of familiar and unfamiliar contexts.

Range statements that refer to assessment criteria in this unit standard:

1. Applications where use of a disinfectant detergent would improve bacterial or odour control include but are not limited to food preparation areas, hospitals, pharmaceutical production areas and waste disposal areas.
2. Areas where alkaline soils are found include but are not limited to scale build-up in kettles/urns, toilet bowls, basins, baths and cement residues present on floor and other surfaces.
3. Areas where oily/acidic soils are found include but are not limited to food preparation areas, warehouse and factory floors, the interior of shower enclosures, and fingerprints on glass and other surfaces.
4. Assessment criteria marked with * are assessed according to worksite procedures.
5. Disinfectant spectrum
6. Chlorinated Hydrocarbons include but are not limited to Trichlorethylene and Perchlorethylene. Chlorinated Hydrocarbons remove water-based paints.
7. Food preparation area disinfectants refer to but are not limited to chlorine-based, quarternary ammonium compound-based and iodophore-based disinfectants.
8. Glycol Ethers include but are not limited to Ethylene Glycol Monobutyl Ether and Propylene Glycol Monobutyl Ether. Glycol Ethers remove water-based polymer sealers.
9. High-foaming detergents refers to detergents used mainly in manual cleaning operations such as wet mopping and damp wiping.
10. Ketones include but are not limited to acetone and Methyl Ethyl Ketone. Ketones remove glue and contact adhesives.
11. Lacquer thinners removes solvent-based acrylic polymer sealers.
12. Low-foaming detergents refers to detergents used mainly in cleaning operations where machines equipped with wet vacuum motors are used.
13. Man-made hard and resilient floors that could be damaged by acidic or alkaline chemicals refer to but are not limited to terrazzo, conglomerate marble, terracotta, asphalt and linoleum floor surfaces.
14. Methyl Chloroform removes oil-based paints.
15. Natural carpet or upholstery fibres that could be damaged by acidic or alkaline chemicals refer to but are not limited to wool, silk and cotton.
16. Natural hard floors that could be damaged by acidic or alkaline chemicals refer to but are not limited to marble, limestone, slate and natural wooden floor surfaces. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Understand the pH scale. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Defines the numerical range of the pH scale. 

ASSESSMENT CRITERION 2 
2. Identifies the neutral point in the pH scale. 

ASSESSMENT CRITERION 3 
3. Classifies the acidic and alkaline ranges in the pH scale. 

ASSESSMENT CRITERION 4 
4. Explains the difference between an arithmetic scale and a logarithmic scale. 

ASSESSMENT CRITERION 5 
6. Analyses why chemicals in the pH range 5 to 9 can be treated as neutral. 

ASSESSMENT CRITERION 6 
5. Confirms that the pH scale is a logarithmic scale. 

SPECIFIC OUTCOME 2 
Apply the pH scale to detergents. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Names the three categories of detergents. 

ASSESSMENT CRITERION 2 
2. Analyses why acidic or alkaline detergents could be corrosive on certain surfaces and damage these surfaces. 

ASSESSMENT CRITERION 3 
3. Names two surfaces that could be damaged by alkaline or acidic chemicals. 

ASSESSMENT CRITERION 4 
4. Analyses why natural floor surfaces and textile fibres are more likely to be damaged by alkaline or acidic chemicals than man-made floor surfaces or synthetic fibres. 

ASSESSMENT CRITERION 5 
5. Explains the contact time of a detergent solution. 

ASSESSMENT CRITERION 6 
6. Analyses how the temperature of a detergent solution affects its performance. 

SPECIFIC OUTCOME 3 
Classify soils and the application of detergents to remove these soils. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Identifies the two most common types of wet/sticky/attached soils that must be removed using detergent solutions. 

ASSESSMENT CRITERION 2 
2. Analyses why the majority of wet/sticky/attached soils are oily/acidic soils. 

ASSESSMENT CRITERION 3 
3. Names three areas where oily/acidic soils are commonly found. 

ASSESSMENT CRITERION 4 
4. Explains why oily/acidic soils are best removed using either an alkaline detergent, or a neutral detergent containing a solvent. 

ASSESSMENT CRITERION 5 
5. Analyses why the minority of soils are alkaline soils. 

ASSESSMENT CRITERION 6 
6. Names three areas where alkaline soils are commonly found. 

ASSESSMENT CRITERION 7 
7. Explains why alkaline soils are best removed using an acid detergent. 

ASSESSMENT CRITERION 8 
8. Explains why neutral detergents can safely be used on all water-resistant surfaces. 

ASSESSMENT CRITERION 9 
9. Explains why detergents containing solvents or perfumes should not be used in food preparation areas. 

ASSESSMENT CRITERION 10 
10. Explains why the worksite procedure or manufacturer`s dilution recommendations should be followed when diluting detergents. 

ASSESSMENT CRITERION 11 
11. Explains why the safety instructions on labels and Material Safety Data Sheets must be strictly followed. 

ASSESSMENT CRITERION 12 
12. Explains how the use of micro-fibre cleaning cloths, pads and mop heads affects the recommended dilution ratio of detergents. 

ASSESSMENT CRITERION 13 
13. Explains how micro-fibre cloths, pads and mop heads can remove light soiling from surfaces without using detergents. 

ASSESSMENT CRITERION 14 
14. Explains why different cleaning chemicals should not be mixed. 

ASSESSMENT CRITERION 15 
15. Explains how chemical and dirt residues left on windows, wall tiles and other surfaces could cause streaks. 

ASSESSMENT CRITERION 16 
16. Explains when low-foaming detergents should be used. 

ASSESSMENT CRITERION 17 
17. Explains when high-foaming detergents should be used. 

ASSESSMENT CRITERION 18 
18. Explains how excessive foam in the cleaning process can be controlled. 

SPECIFIC OUTCOME 4 
Classify solvents and their applications. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Names the five groups of solvents used in the commercial cleaning sector. 

ASSESSMENT CRITERION 2 
2. Names the health and safety hazards associated with the use of solvents in cleaning. 

ASSESSMENT CRITERION 3 
3. Names the environmental hazards associated with the use of solvents in cleaning. 

ASSESSMENT CRITERION 4 
4. Explains the safety precautions/protective equipment required to minimize the health, safety and environmental hazards. 

ASSESSMENT CRITERION 5 
5. Selects the sealers that can be removed using Glycol Ethers. 

ASSESSMENT CRITERION 6 
6. Selects the sealers that can be removed using lacquer thinners. 

ASSESSMENT CRITERION 7 
7. Selects the type of paint that can be removed using Chlorinated Hydrocarbons. 

ASSESSMENT CRITERION 8 
8. Selects the type of paint and other soils that can be removed using Methyl Chloroform. 

ASSESSMENT CRITERION 9 
9. Selects the residues that can be removed using Ketones. 

SPECIFIC OUTCOME 5 
Select and use disinfectant detergents. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Compares a detergent with a disinfectant detergent. 

ASSESSMENT CRITERION 2 
2. Explains why disinfectant detergent solutions must be freshly prepared. 

ASSESSMENT CRITERION 3 
3. Names three applications where the use of a disinfectant detergent would improve bacterial or odour control. 

ASSESSMENT CRITERION 4 
4. Selects the types of disinfectant detergents that can be used in food preparation areas. 

ASSESSMENT CRITERION 5 
5. Explains why other disinfectants cannot be used in food preparation areas. 

ASSESSMENT CRITERION 6 
6. Explains the reasons why disinfectant detergents used in high-risk areas such as operating rooms in hospitals and pharmaceutical production areas must be specified in a worksite or standard operating procedure. 

ASSESSMENT CRITERION 7 
7. Describes the disinfectant spectrum for the three levels of disinfectant detergents. 

ASSESSMENT CRITERION 8 
8. Dilutes the disinfectant detergents in accordance with the worksite procedure and manufacturer`s dilution recommendations. 

ASSESSMENT CRITERION 9 
9. Analyses the consequence of preparing too high a concentration. 

ASSESSMENT CRITERION 10 
10. Analyses the consequences of preparing too low a concentration. 

ASSESSMENT CRITERION 11 
11. Explains what could happen if the disinfectant detergent solution were to become overloaded with soil. 

ASSESSMENT CRITERION 12 
12. Explains why visible dirt must be removed from a surface before it can be disinfected. 

ASSESSMENT CRITERION 13 
13. Explains why the disinfectant detergent solution must be applied liberally to the surface. 

ASSESSMENT CRITERION 14 
14. Explains the reasons for the contact time. 

ASSESSMENT CRITERION 15 
15. Explains why the dirty disinfectant detergent solution must be removed from the surface after the contact time has expired. 

SPECIFIC OUTCOME 6 
Classify protective products and their applications. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Defines a protective product. 

ASSESSMENT CRITERION 2 
2. Names the three categories of protective products. 

ASSESSMENT CRITERION 3 
3. Identifies one application where silicone/wax-based protective products would be recommended. 

ASSESSMENT CRITERION 4 
4. Identifies one application where silicone/wax-based protective products must not be used. 

ASSESSMENT CRITERION 5 
5. Explains how the application of silicone/wax-based aerosol furniture polishes could cause the adjacent floor area to become slippery. 

ASSESSMENT CRITERION 6 
6. Identifies two applications where wax-based protective products would be recommended. 

ASSESSMENT CRITERION 7 
7. Analyses the consequences of applying too many coats of wax polish to a surface. 

ASSESSMENT CRITERION 8 
8. Identifies two applications where acrylic polymer-based protective products would be recommended. 

ASSESSMENT CRITERION 9 
9. States at least two benefits derived from sealing porous or semi-porous surfaces with an acrylic polymer. 

ASSESSMENT CRITERION 10 
10. Explains what would determine the number of coats of an acrylic polymer that should be applied. 

ASSESSMENT CRITERION 11 
11. Compares fully buffable acrylic polymer floor coatings with hard polymer floor coatings. 

ASSESSMENT CRITERION 12 
12. Compares acrylic polymer floor coatings that can be removed using alkaline strippers, with acrylic polymer floor sealers that cannot be removed using alkaline strippers. 

ASSESSMENT CRITERION 13 
13. Defines a combined maintenance product. 

ASSESSMENT CRITERION 14 
14. Identifies at least two applications for combined maintenance products. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
1. An assessor accredited by the Services SETA ETQA will assess the competency.
2. Assessment procedures will be supplied to the ETQA in alignment with NSB requirements.
3. All assessment activities must be fair so that all candidates can have equal opportunities.
4. Assessment will be free of gender, ethnic or other bias.
5. Questions and answers must determine the theoretical knowledge.
6. Direct observation, preferably in the workplace, or as a second choice in simulated conditions are preferred.
7. The practical demonstration of the competencies required in this unit standard.
8. Reporting skills are demonstrated by effective communication that may be verbal or any other agreed upon method.
9. Internal Moderation
10. External Moderation 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
Embedded knowledge is reflected within the assessment criteria of each specific outcome. 

UNIT STANDARD DEVELOPMENTAL OUTCOME 
N/A 

UNIT STANDARD LINKAGES 
N/A 


Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
Identify and solve problems in which response displays that responsible decisions using critical and creative thinking have been made.

Evident in Specific Outcomes 2, 3, 4, 5, and 6.
  • Apply the pH scale to detergents.
  • Classify soils and the application of detergents to remove these soils.
  • Classify solvents and their applications.
  • Select and use disinfectant detergents.
  • Classify protective products and their applications. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community.

    Evident in Specific Outcomes 2, 3, 4, 5 and 6.
  • Apply the pH scale to detergents.
  • Classify soils and the application of detergents to remove these soils.
  • Classify solvents and their applications.
  • Select and use disinfectant detergents.
  • Classify protective products and their applications. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly and effectively.

    Evident in Specific Outcomes 2, 3, 4, 5 and 6.
  • Apply the pH scale to detergents.
  • Classify soils and the application of detergents to remove these soils.
  • Classify solvents and their applications.
  • Select and use disinfectant detergents.
  • Classify protective products and their applications. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Evident in Specific Outcomes 1, 2, 3, 4, 5 and 6.
  • Understand the pH scale.
  • Apply the pH scale to detergents.
  • Classify soils and the application of detergents to remove these soils.
  • Classify solvents and their applications.
  • Select and use disinfectant detergents.
  • Classify protective products and their applications. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.

    Evident in Specific Outcome 1.
  • Understand the pH scale. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

    Evident in Specific Outcomes 1, 2, 3, 4, 5 and 6.
  • Understand the pH scale.
  • Apply the pH scale to detergents.
  • Classify soils and the application of detergents to remove these soils.
  • Classify solvents and their applications.
  • Select and use disinfectant detergents.
  • Classify protective products and their applications. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.

    Evident in Specific Outcomes 1, 2, 3, 4, 5 and 6.
  • Understand the pH scale.
  • Apply the pH scale to detergents.
  • Classify soils and the application of detergents to remove these soils.
  • Classify solvents and their applications.
  • Select and use disinfectant detergents.
  • Classify protective products and their applications. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    In order to contribute to the full personal development of each learner and the social and economic development of the society at large, by participating as a responsible citizen in the life of local, national and global communities.

    Evident in Specific Outcomes 1, 2, 3, 4, 5, and 6.
  • Understand the pH scale.
  • Apply the pH scale to detergents.
  • Classify soils and the application of detergents to remove these soils.
  • Classify solvents and their applications.
  • Select and use disinfectant detergents.
  • Classify protective products and their applications. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    1. Arithmetic scale refers to a series of numbers such as 1, 2, 3, 4, 5, 6
    2. Logarithmic scale refers to a series of numbers such as 1, 100, 10000, 100000000,....The pH scale is a logarithmic scale. This means that a detergent with a pH of 9 is ten times as alkaline as a detergent with a pH of 8. A detergent with a pH of 10 is a hundred times as alkaline as detergent with a pH of 8, and so on up until the highest pH of 14 is reached.
    3. Categories of detergents refer to acidic, neutral and alkaline detergents.
    4. Fully buffable polymer refers to a polymer with a high ratio of synthetic wax to polymer. These products respond quickly to machine buffing or burnishing but are generally not as durable as hard polymers.
    5. Hard polymers refer to a polymer with a lower ratio of synthetic wax to polymer than fully buffable polymers. These products do not respond as easily to machine buffing or burnishing, but are generally more durable than fully buffable polymers.
    6. Health and safety hazards associated with solvents include toxicity, irritation, inhalation and flammability.
    7. Micro-fibres refer to fibres used in some cloths, pads and mop heads. 10km of micro-fibre weighs less than 1 gram. Cloths, pads and cloths manufactured from micro-fibres clean more efficiently than those manufactured from conventional fibres.
    8. pH Scale refers to the scale that measures the degree of acidity or alkalinity of a solution. The scale ranges from 0 (acidic) through 7 (neutral) to 14 (alkaline).
    9. Polymer floor sealers refer to sealers that contain no synthetic wax. These sealers are formulated to reduce or eliminate porosity on porous or semi-porous surfaces.
    10. Protective products refer to products that protect a surface with a silicone/wax, wax or acrylic polymer coat or coats.
    11. Silicone-based protective products must not be used in areas such as micro-electronic manufacturing facilities and paintshops.
    12. Combined maintenance products refer to but are not limited to chemicals containing combinations of waxes and acrylic polymers.
    13. Environmental hazards refer to but are not limited to pollution of water, land and the atmosphere. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  20175   National Certificate: Hygiene and Cleaning Supervision  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Elective  83946   National Certificate: Management  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-07-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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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    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.