SAQA 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 UNIT STANDARD THAT HAS PASSED THE END DATE: 

Maintain occupational health and safety 
SAQA US ID UNIT STANDARD TITLE
8493  Maintain occupational health and safety 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02  2 
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 
A learner will be able to follow defined occupational health and safety policies and procedures relating to the work being undertaken in order to ensure own safety and that of others in the workplace. The learner, without supervisory responsibilities, will be able to recognise and report hazards to designated workplace personnel and accurately follow workplace procedures relevant to controlling risk in the workplace. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
There are no specific learning assumptions made about learners entering a programme leading to this unit standard. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Follow workplace procedures for hazard identification and risk control. 
OUTCOME RANGE 
  • Recognising and reporting hazards in the work area to designated personnel according to workplace procedures.
  • Accurately following workplace procedures and work instructions for controlling risks.
  • Following workplace procedures, within scope of responsibilities and competencies, for dealing with accidents, fires and emergencies. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of Assessment:

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party).

    Integrated Assessment:

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•

    SPECIFIC OUTCOME 2 
    Contribute to participative arrangements for the management of occupational health and safety. 
    OUTCOME RANGE 
  • Raising occupational health and safety issues with designated personnel in accordance with workplace procedures and relevant occupational health and safety legislation.
  • Contributing to participative arrangements for occupational health and safety management in the workplace within organisational procedures and scope of responsibilities and competencies. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of Assessment:

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:
  • Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
  • Product sample - examine the outcomes previously produced by the practitioner
  • Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
  • Questioning (verbal or written) - ask relevant questions linked to the unit standard
  • Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party).

    Integrated Assessment:

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The practitioner is able to demonstrate knowledge and understanding of:

    The rights and responsibilities of the workplace parties under occupational health and safety Acts, regulations and codes of practice;

    The ways in which occupational health and safety is managed in the workplace, and activities required under occupational health and safety legislation, For example/Range:
  • policies,
  • procedures,
  • plant and equipment maintenance,
  • hazard identification,
  • risk assessment and control,
  • occupational health and safety instruction, and
  • training and provision of occupational health and safety information;

    Hazards that exist in the workplace;

    The preferred order of ways to control risks (known as the hierarchy of control);

    Workplace occupational health and safety procedures relevant to the work being undertaken, including procedures for:
  • recognising and reporting on hazards, for example, work area inspections,
  • work operations to control risks, for example, permit to work systems and isolation
  • procedures,
  • responding to accidents, fires and emergencies,
  • raising occupational health and safety issues, and
  • employee participation in occupational health and safety management, for example, consultative or occupational health and safety committees and joint employer/employee inspections;

    The meaning of occupational health and safety symbols found on signs and labels in the workplace; and

    Designated personnel responsible for occupational health and safety. 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
  • Problem solving 
    		•

    UNIT STANDARD CCFO WORKING 
  • Team work 
    		•

    UNIT STANDARD CCFO ORGANISING 
  • Self-organisation and -management 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
  • Communication 
    		•

    UNIT STANDARD CCFO SCIENCE 
  • Use of science and technology 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
  • Information evaluation
  • Inter-relatedness of systems 
    		•

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

    UNIT STANDARD NOTES 
    Values:

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with occupational health and safety legislative requirements throughout South Africa. In particular learners must perform all duties in a manner that ensures their health and safety and that of others in the workplace to the extent to that they are capable of doing so.

    Method of assessment:

    To ensure that the contingency management component (ability to deal with irregularities and breakdowns) of competency is adequately assessed, evidence needs to be gathered across a range of workplace operations and circumstances that the individual would be expected to deal with in the workplace. This could be either in an actual workplace or in a simulation of realistic workplace conditions. When assessing entry level workers, assessment techniques that allow collection of evidence from relevant workplace experience should be used.

    Techniques for assessment could include:
  • observation;
  • simulation;
  • case studies;
  • interviews;
  • written tests; and
  • workplace projects.

    Context of Assessment:

    This unit should be assessed by a combination of workplace (or a realistic simulation) and off--the--job assessment. The context of assessment should ensure that evidence relating to the contingency management component (ability to deal with irregularities and breakdowns) of competency could be collected. Evidence must include observation in the workplace as well as off--the--job techniques such as interviews and simulations. Conditions for simulations should:
  • accurately simulate the range of activities and circumstances that the individual would be
  • expected to deal with in the workplace;
  • allow for discussion; and
  • ensure that the relevant documents and resources are available.

    In particular, evidence of ability to follow emergency procedures and contribute to participative arrangements may be gathered through simulations. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  20287   National Certificate: Farming  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Core  48660   National Certificate: Abattoir Slaughtering Processes  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Core  14891   National Certificate: Agricultural Machinery Technician  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2007-10-18  Was AgriSETA until Last Date for Achievement 
    Core  20415   National Certificate: Conservation Resource Guardianship  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2008-02-06  Was CATHSSETA until Last Date for Achievement 
    Core  48433   National Certificate: Conservation: Species Care in Controlled Environments  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Core  20288   National Certificate: Farming  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Core  49085   National Certificate: Fundamental Ancillary Health Care  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2009-02-18  Was HW SETA until Last Date for Achievement 
    Core  48655   National Certificate: General Abattoir Processes  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Core  48400   National Certificate: Sugar Processing  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Core  17174   National Certificate: Tourism: Guiding  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Core  21500   National Certificate: Sport and Fitness Leadership  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2005-06-12  Was CATHSSETA until Last Date for Achievement 
    Core  17492   National Certificate: Tourism: Car Rental  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2004-06-13  CATHSSETA 
    Core  17390   National Certificate: Tourism: Event Support  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2004-06-13  Was CATHSSETA until Last Date for Achievement 
    Core  20155   National Certificate: Tourism: Guiding  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2009-09-09  Was CATHSSETA until Last Date for Achievement 
    Core  20513   National Certificate: Tourism: Reception  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered"     		 2004-10-10  CATHSSETA 
    Core  20153   National Certificate: Conservation: Fisheries Resource Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2012-06-30  CATHSSETA 
    Core  20416   National Certificate: Conservation: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2008-03-12  Was CATHSSETA until Last Date for Achievement 
    Core  18943   National Certificate: Tourism: Cabin Crew  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2009-01-10  CATHSSETA 
    Elective  24199   National Certificate: Community Conservation: Liaison and Support  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered"     		 2006-04-09  CATHSSETA 
    Elective  48650   National Certificate: Seed Research and Development Operations  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 


    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.
     
    1. All Change Training and Development 
    2. Balemi Consulting Pty Ltd 
    3. Brucol Global Development Pty Ltd 
    4. Charfos Logistics cc 
    5. Farisanani Health Care Services Pty Ltd 
    6. Hot To Go Training College and Services 
    7. In House Media Instruction 
    8. KayDee Project Management Cc 
    9. Koue Bokkeveld Training Centre 
    10. Mananthatshema Skills Dev. Centre 
    11. Mbimbini Training and Community Development 
    12. Mpontshe Training 
    13. New Heights 1082 Pty Ltd 
    14. NWK Beperk 
    15. RCL Foods-Sugar & Milling (MP) 
    16. Rustic Living Trading 155 (Pty) Ltd 
    17. Setlakala Business Development 
    18. Simba Skills Consultants 
    19. Sinovuyolethu Trading Pty Ltd 
    20. Siyasanga Training Centre 
    21. Take Note Trading 205 Cc t/a Khululekani Training Centre 
    22. Taletso FET College - Central Office 
    23. The Skills Development Hub (Pty) Ltd 
    24. Wildlife and Environment Society of SA 
    25. Xisana Engeneering and Supply Pty Ltd 


    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.