Elementary Occupational Certificate: Container Glass Forming Operator

The purpose of this qualification is to prepare a learner to operate as a Container Glass Forming Operator.

The qualification shall enable learners produce glass products using glass forming production plant, machinery and equipment and perform related operations in compliance with health, safety, and environmental requirements.

Container Glass Forming Operator produces glass products using glass forming production plant, machinery and equipment and perform related operations in compliance with health, safety, and environmental requirements.

A qualified learner will be able to

• Perform container glass forming operational checks.
• Perform container glass forming operations.
• Apply housekeeping and health and safety standards.
• Use basic technology and communicate effectively.

A qualified learner will demonstrate the following key attributes: problem solving, communication, safety and environmental awareness, adaptability.

Rationale

There is a pressing requirement for a standardised qualification addressing the skills and knowledge related to container glass forming. As industries evolve and our reliance on sustainable packaging solutions like glass increases, a specialised workforce equipped with the right expertise becomes crucial. This qualification aims to fulfil the industry's demand by offering structured learning pathways, thereby ensuring that the workers are adequately trained, promoting efficiency, safety, and quality in production.

The qualification reflects the common knowledge, practical and workplace-based specific needs that learners require in container glass forming production before progressing to learning at a higher level.

The glass industry is well established in South Africa and its success is dependent upon the efficient production and manufacturing of glass products. Achievement of this objective is largely dependent upon the competence, recognised by this qualification, of the people who operate glass forming equipment. An adequate number of people with these skills are needed to ensure that the production units in South Africa operate productively.

Competence in glass forming production requires appropriate general and glass specific knowledge as well as the practical application. Expertise in operating production equipment and controlling the forming process are further requirements for competence.

Occupational Certificate: Container Glass Forming Operator, NQF Level 2, Credits 108, SAQA ID 110671 is reviewed and to be replaced by this qualification.

The benefits to the sector, society, and economy are that the qualification enhances the container glass forming industry by standardising practices and elevating the skills of the workforce. With trained professionals, the industry can anticipate a surge in productivity, fewer production errors, and better overall product quality. Glass, being 100% recyclable, plays a pivotal role in eco-friendly packaging solutions. Training professionals in its formation means more efficient production, thereby promoting the use of sustainable materials in society and reduce costs. Increased high-quality glass products shall result in job creation, increased export and bolster the economic growth.

Typical learners are individuals who are keen on entering the container glass forming sector. This includes school leavers, those seeking a career shift, or operating personnel working in container glass forming production environment who aim to formalise and certify their skills.

Various stakeholders from the glass forming industry were consulted during development of this qualification.

RPL for Access

Learners may use the RPL process to gain access to training opportunities for a qualification if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme.

Such an RPL assessment may be developed, moderated and conducted by the accredited Skills Development Provider which offers that specific qualification. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors.

RPL for exemption from modules

For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a qualification through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

RPL for credits

Learners who have gained the stipulated competencies of the modules of a qualification through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

RPL for access to the External Integrated Summative Assessment (EISA)

A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved.

Upon successful completion of the EISA, RPL learners will be issued with the QCTO certificate for the qualification. Quality Partners are responsible for ensuring the RPL mechanism and process for qualification is approved by the QCTO.

Entry Requirements

An NQF Level 1 qualification.

This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules

Knowledge Modules

• 718102-002-01-KM-01, Safety and the Workplace Environment, NQF Level 2, 4 Credits.
• 718102-002-01-KM-02, Basics Principles of Environmental Awareness and Ethic, NQF Level 2, 2 Credits.
• 733101-002-01-KM-03, Emotional Intelligence and Active Learning, NQF Level 2, 3 Credits.
• 733101-002-01-KM-04, Basics of Computers and Computing Systems, NQF Level 2, 3 Credits.
• 734209-002-01-KM-05, Workplace Fundamentals, NQF Level 2, 4 Credits.
• 718102-002-01-KM-06, Container Glass Forming Processes, Machines, and Equipment, NQF Level 2, 8 Credits.

Total number of credits for Knowledge Modules: 24

Practical Skill Modules

• 718102-002-01-PM-01, Carry Out Start of Shift Activities, NQF Level 2, 4 Credits.
• 718102-002-01-PM-02, Carry Out End of Shift Activities, NQF Level 2, 4 Credits.
• 718102-002-01-PM-03, Identify and Handle Defects, Damage, And Deviations, NQF Level 2, 4 Credits.
• 718102-002-01-PM-04, Work Safely and Respond to Emergencies, NQF Level 2, 4 Credits.
• 718102-002-01-PM-05, Apply Safety Standards and Housekeeping Practices, NQF Level 2, 4 Credits.
• 718102-002-01-PM-06, Liaise and Communicate with Others, NQF Level 2, 2 Credits.
• 718102-002-01-PM-07, Identify Problems and Use Available Processes and Technologies to Report, NQF Level 2, 2 Credits.
• 718102-002-01-PM-08, Monitor and Control Glass Forming Processes and Operate Equipment, NQF Level 2, 8 credits.
• 718102-002-01-PM-09, Perform Container Glass Forming Operations, NQF Level 2, 8 credits.

Total number of credits for Practical Skill Modules: 40

Work Experience Modules

• 718102-002-01-WM-01, Processes and Procedures to Conduct Glass Forming Operational Checks, NQF Level 2, 10 Credits.
• 718102-002-01-WM-02, Container Glass Forming Processes and Procedures, NQF Level 2, 20 Credits.
• 718102-002-01-WM-03, Health and Safety Processes and Procedures, NQF Level 2, 20 Credits.
• 718102-002-01-WM-04, Processes and Procedures for Using Basic Technology and Communicating in the Workplace, NQF Level 2, 10 Credits.

Total number of credits for Work Experience Modules: 60

1. Conduct start-and end-of-shift operational procedures.
2. Perform container glass forming operations according to operating procedures.
3. Mitigate operational and environmental hazards and risks by applying appropriate procedures.
4. Demonstrate the ability to apply various methods to identify problems and communicate effectively within the work environment.

Associated Assessment Criteria for Exit Level Outcome 1

ELO 1: Conduct start-and end-of-shift operational procedures.

• Conduct visual and pre-operational inspections.
• Apply and adhere to safety and health measures and requirements pre, during and post operations.
• Maintain operational checks and documentation.
• Conduct visual inspection for end of shift and shut down activities in accordance with relevant standards and protocols.

Associated Assessment Criteria for Exit Level Outcome 2

ELO 2: Perform container glass forming operations according to operating procedures.

• Prepare the work area and equipment in accordance with the task specifications.
• Start and operate equipment in compliance with health and safety regulations and specifications.
• Use control systems in accordance with the operating parameters, the relevant operating procedures and within operating limitations.
• Handle an emergency situation in the production process according to industry protocol.
• Perform container glass forming operations including Swabbing, taking measurements, taking of samples, checking for defects, and samples.
• Monitor and Control container glass forming operations including conducting troubleshooting and initiating corrective action for quality products.

Associated Assessment Criteria for Exit Level Outcome 3

ELO 3: Mitigate operational and environmental hazards and risks by applying appropriate procedures.

• Identify and remove potential hazards, emergencies responded to, and evacuation procedures implemented.
• Maintain the working environment to meet health and safety requirements.
• Select and use personal protective clothing (PPC) and personal protective equipment (PPE).
• Monitor and respond safety features are continuously in accordance with safety protocols.
• Implement good housekeeping practices to minimise injuries, contamination, wastage and damage.

Associated Assessment Criteria for Exit Level Outcome 4

ELO 4: Demonstrate the ability to apply various methods to identify problems and communicate effectively within the work environment.

• Use different communication channels to communicate with team members and colleagues to convey a message or thought for clear, concise, and consistent manner.
• Handle conflict to resolve disputes and open communication.
• Break problems down into smaller components to make them more manageable.
• Report problems using different tools, technologies and processes providing a detailed description and comprehendible report in accordance with standard procedures.

Integrated Assessment

Formative Assessments conducted internally

Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment.

Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained.

Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided.

Integrated Summative Assessments conducted Internally

Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed.

An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification.

Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g. applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc.

The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA.

External Integrated Summative Assessment (EISA) - a national assessment

The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner.

For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating the attainment of all modules for the Knowledge, Practical and Work Experience modules.