Intermediate Occupational Certificate: Mine Environmental Control Observer

Purpose

The purpose of Intermediate Occupational Certificate: Mine Environmental Control Observer is to prepare a learner to operate as a Mine Environmental Control Observer. A Mine Environmental Control Observer observes, measures, collects, records, and reports Mine environmental conditions; develops short-term mine environmental control plans; takes required actions to correct sub-standard conditions; and reports on actions taken effectively and safely. They also apply, exercise, and ensure safety, health, and environmental control requirements, in accordance with statutory, regulatory and organisational procedures, policies, codes of practice, standards and agreements.

A qualified learner will be able to

• Observe, measure, collect, record, and report mine environmental conditions, including the development of short-term mine environmental control plans.
• Take required actions, when required, to address sub-standard mine environmental conditions and report on actions taken.
• Troubleshoot.
• Communicate effectively.

The qualifying learner will be able to carry out the required tasks effectively and confidently.

This qualification offers opportunities for professional development and career advancement within the broader constituencies of the Ventilation and Occupational Health and Safety.

A competent learner shall demonstrate, among others, the following attributes: honesty, integrity, punctuality, time management, self-motivation, responsibility, accountability, interpersonal relations, ethical behaviour, well organised, self-confidence and confidentiality.

Rationale

The need for the Qualification is crucial to maintain effective and efficient ventilation underground in the mines to avoid fatalities because of toxic gasses. The role of the Mine Environmental Control Observer is to observe, record and report mine occupational environmental conditions and initiate appropriate actions to correct sub-standard Mine occupational environmental conditions. This qualification aims to equip potential learners with the required knowledge and skills to adapt to the evolving technological, statutory, and mandatory requirements.

There is a critical need in the industry to recognise learner competency regarding essential operations associated with a healthy, safe and productive working environment. This qualification offers opportunities for professional development and career advancement within the broader constituencies of Ventilation and Occupational Health and Safety.

In mining, especially underground mining, where access is limited and conditions are challenging, efficiency hinges on the effective management of ventilation systems, and a qualified Mine Environmental Control Observer is needed. By obtaining this qualification, the learner will be able to operate in a range of related environments. This enhances employment opportunities which benefit society and learners and ensures a wider coverage of Ventilation Practitioners in the South African work environment.

This qualification will assist occupational health and safety professionals who play an increasingly complex and crucial role in ensuring the health and safety of employees. On completion of this qualification, learners will have a well-grounded and comprehensive understanding of the key issues that are essential to meeting these high demands.

The qualification will assist in formalising the requirements for this very important occupation. There will be opportunities for RPL for mine employees, and this will allow new industry entrants to be fast tracked to productive careers.

Learners entering this qualification will be new entrants to the mining sector or Mine Environmental Control Assistants; mine workers with appropriate experience seeking to advance their careers. The typical learning pathway in mining operations would be Mine Environmental Control Assistant at NQF Level 2, Mine Environmental Control Observer at NQF Level 3, Mine Environmental Control Officer at NQF Level 4, Mine Environmental Control Supervisor at NQF Level 7.

Learning pathway across sub-frameworks could not be established because diagonal articulation was not possible.

Collaboration with relevant stakeholders

• Workplace Practitioners,
• Private Training Providers,
• Employer association representatives,
• Skills Development Facilitators and
• Curriculum Development Specialist.

Recognition of Prior Learning (RPL)

RPL for Access to Training

Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification, or skills programme 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/part qualification/skills programme.

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.

For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme 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): Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification, or skills programme 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.

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 qualifications and part-qualification is approved by the QCTO.

Entry Requirements

An NQF Level 2 qualification with Communication and Mathematics.

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

Knowledge Modules

• 311701-003-01-KM-01: Occupational Health, Safety, and Environment, NQF Level 2, 8 Credits.
• 311701-003-01-KM-02: Emergency Preparedness and Response, NQF Level 3, 8 Credits.
• 311701-003-01-KM-03: Legislation, NQF Level 3, 4 Credits.
• 311701-003-01-KM-04: Mine Environmental Control Practice, NQF Level 3, 8 Credits.
• 311701-003-01-KM-05: Occupational Hygiene Practice , NQF Level 3, 8 Credits.
• 311701-003-01-KM-06: Teamwork and Supervision, NQF Level 3, 4 Credits.

Total number of credits for Knowledge Modules: 40

Practical Skill Modules

• 311701-003-01-PM-01: Select, Check, Use and Maintain Mine. Environmental Control and Occupational Hygiene Measurement Instruments, NQF Level 3, 16 Credits.
• 311701-003-01-PM-02: Compile Mine Occupational Environmental Condition Reports and Develop Short-term Mine Environmental Control Plans, NQF Level 3, 16 Credits.
• 311701-003-01-PM-03: Communicate Substandard Mine Occupational Environmental Conditions, NQF Level 3, 8 Credits.

Total number of credits for Practical Skill Modules: 40

Work Experience Modules

• 311701-003-01-WM-01: Mine Occupational Environmental Control Operations, NQF Level 3, 52 Credits.

Total number of credits for Work Experience Modules: 52

1. Observe, measure, collect, record, and report mine occupational environmental conditions, including developing short-term mine environmental control plans.
2. Address substandard Mine environmental conditions; report actions taken and supervise Mine Environmental Control Assistants.
3. Troubleshoot the possible root causes analysis of poor-performing ventilation systems.
4. Communicate effectively.

Associated Assessment Criteria for Exit Level Outcome 1

ELO 1: Observe, measure, collect, record, and report mine occupational environmental conditions, including developing short-term mine environmental control plans

• Apply basic knowledge and understanding of problem-solving, occupational health, safety, and environmental requirements, mine environmental control, and statutory, regulatory, and organisational requirements.
• Identify, calibrate, and prepare instruments for observations.
• Apply all procedures, and complete risk assessments, in accordance with requirements.
• Short-term mine environmental control plans are developed.
• Use instruments, and apply procedures in accordance with requirements.
• Complete calculations in accordance with requirements reports.
• Complete Mine ventilation and occupational hygiene in accordance with requirements.

Associated Assessment Criteria for Exit Level Outcome 2

ELO 2: Address substandard mine environmental conditions; report actions taken and supervise Mine Environmental Control Assistants

• Apply basic knowledge and understanding of problem-solving, occupational health, safety, and environmental requirements, mine environmental control, and statutory, regulatory, and organisational requirements.
• Describe the types, implications, and control of various occupational health stressors, and give examples of the consequences of occupational conditions, where the limits of these stressors are exceeded.
• Describe the properties, sources and measurements of flammable gasses found in mines, and explain the actions to be taken when these gasses are found to be present in working places.
• Develop a sketch explaining the operating principles of a mine ventilation system and give an indication of the effective positioning of refuge chambers and escape routes.

Associated Assessment Criteria for Exit Level Outcome 3

ELO 3: Troubleshoot the possible root causes analysis of poor-performing ventilation systems

• Identify and investigate problems.
• Conduct measurements for analysis.
• Analyse problems with the scope of work.
• Report outcomes to relevant stakeholders.

Associated Assessment Criteria for Exit Level Outcome 4

ELO 4: Communicate effectively

• Utilise oral and written communication skills to convey outcomes.
• Communicate outcomes effectively.
• Use applicable documentation to communicate outcomes.
• Communicate fluently and understandable, in accordance with requirements.

Integrated Assessment

Integrated Formative Assessment

Formative assessments are conducted throughout the training of learners. A range of formal, nonformal, 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 Assessment

Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification, or occupational skills programme, 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, part-qualification, or skills programme.

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 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.