Intermediate Occupational Certificate: Mine Planning Observer

Purpose

The purpose of the Intermediate Occupational Certificate: Mine Planning Observer is to prepare a learner to be a Mine Planning Observer. Mine Planning Observers develop and schedule basic mine plans and production schedules; troubleshoot and address problems, and complete administrative functions and duties, in accordance with organisational, statutory, and regulatory requirements. The curriculum will be contextualised to mining underground hard-rock, underground coal, or surface operations, as applicable.

A qualified learner will be able to

• Produce basic short-term mine plans and production schedules.
• Prepare and collate information to determine the planning risks.
• Troubleshoot.
• Communicate effectively.

The qualifying learner will know how to develop and schedule the exploitation of a mineral body to convert the mineral resource into mineral reserves for the safe and profitable extraction of the minerals in line with given organisational strategies effectively and competently.

In addition, the qualification provides learners with opportunities for professional development and career advancement within the broader constituencies of the mine survey, occupational health, safety and environmental community.

The qualification also allows for RPL; therefore, there will be an opportunity for RPL for mine employees, and this will allow new industry entrants to be fast-tracked to a productive career and assist in formalising the requirements for this very important occupation.

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

Mining legislation states that appointed persons must possess qualifications reflecting their knowledge, training, skills, and experience to effectively carry out the prescribed activities in accordance with statutory regulations, mandatory codes of practice, and Directives.

Given the recent advancements in information technology, particularly in the mining industry's planning domain, alongside the escalating statutory demands pertaining to reserve and resource estimation, there is an urgent need to address the diminishing skills amongst Mine Planners. Presently, there is no registered formal qualification for this critical skill.

A Mine Planning Observer assists the Mine Planning Officer with creating and maintaining medium to long-term mine plans, mining costs and mining schedules, whilst ensuring that they are aligned with the operational objectives, resource availability, and safety standards.

This qualification will assist in formalising the requirements for this very important occupation and aims to bridge this gap, by offering ongoing training and development opportunities, thereby facilitating the growth of mine planners from within the mining industry.

The role of the Mine Planner is critical in mineral resource management. Skills in this area are scarce, and the complexity level of the work is growing with the development of new technologies and increasing legal and environmental requirements. The required work experience will be limited to the specific context where the learner finds him/herself.

This is an entry occupation to a career in Mine Planning. Without this qualification, it is very difficult to bring new industry entrants into the planning function. This qualification will allow promotional opportunities for current employees as well as provide a career path for new entrants into the industry.

Effective planning impacts the implementation of social and labour plans, and the effective implementation of this qualification will lead to a more productive use of the mine's resources. In the long term, it will contribute to the sustainability of the mining industry.

This qualification will bring significant benefits to both the mining sector and society by enhancing skills and technical competencies. Qualified learners will be equipped to elevate work standards, adhere to occupational health, safety, and environmental requirements, and work safely and productively, thereby contributing to the country's economy.

This will attract both local and international investors, further contributing to building the economy of the country.

Learners entering this qualification will be new entrants to the mining sector or Mine Technical Support Assistants in either Survey, Sampling or Geology. Mine workers with appropriate experience seeking to advance their careers will also benefit from this qualification.

The typical learning pathway would be Mine Technical Support Assistant at NQF Level 2, Mine Planning Observer at NQF Level 3, Mine Planning Officer at NQF Level 4, Mine Planning Technician/Junior Mine Planner at NQF Level 6, then Mine Planner at NQF Level 7, which are mostly in review stages.

Diagonal articulation could not be established as there were no registered qualifications across the different Sub- Frameworks at the time of the review.

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 that 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 nonformal 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, part-qualification, or skills programme. 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 in Communication and Mathematics.

Or

• An NQF Level 2 Skills Programme in Mine Technical Support Assistant.

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

Knowledge Modules

• 311701-011-00-KM-01, Introduction to Mine Planning, NQF Level 3, 20 Credits.
• 311701-011-00-KM-02, Mineral Resource Management, NQF Level 3, 8 Credits.
• 311701-011-00-KM-03, Mining Engineering and Technical Services Practice, NQF Level 3, 8 Credits.
• 311701-009-01-KM-04, Occupational Health, Safety, and Environmental, NQF Level 3, 4 Credits.

Total number of credits for Knowledge Modules:40

Practical Skill Modules

• 311701-011-00-PM-01, Assist with the Production of Short-term Mine Plans and Production Schedules Including Resource and Equipment Requirements for Mining Final Products, NQF Level 3, 16 Credits.
• 311701-011-00-PM-02, Update Basic Mining Layouts and Schedule the Required Resources to Achieve the Production Rates, NQF Level 3, 16 Credits.
• 311701-011-00-PM-03, Complete Basic Risk Assessments for Mine Plans and Schedules, NQF Level 3, 4 Credits.

Total number of credits for Practical Skill Modules: 36

Work Experience Modules

• 311701-011-00-WM-01, Exposure to the Mining Value Chain, NQF Level 3, 24 Credits.
• 311701-011-00-WM-02, Exposure to the Short-term Mine Planning Operations, NQF Level 3, 16 Credits.
• 311701-011-00-WM-03, Exposure to the Mining Risk Assessment Operations, NQF Level 3, 8 Credits.

Total number of credits for Work Experience Modules: 48

1. Apply knowledge, procedures, and technical skills to produce basic short-term mine plans and production schedules.
2. Prepare and collate information to determine the risks associated with the execution of the short-term mine plans.
3. Perform troubleshooting activities.
4. Communicate effectively.

Associated Assessment Criteria for Exit Level Outcome 1

ELO 1. Apply knowledge, procedures, and technical skills to produce basic short-term mine plans and production schedules.

• Apply basic knowledge and understanding of mine engineering, survey, geology, rock engineering, ventilation, and sampling, and how these relate to mine planning.
• Calculate the value of mined minerals using sampling and related data, in accordance with requirements.
• Plot survey information on mine plans and complete calculations to check and verify the survey data, in accordance with requirements.
• Identify errors in mine plans and designs and make appropriate alterations to the mine plans.
• Produce short-term plans in accordance with requirements.
• Develop production schedules to achieve production targets and timelines.
• Ensure compliance with occupational health, safety, and environmental requirements, in accordance with statutory, regulatory, and organisational requirements.

Associated Assessment Criteria for Exit Level Outcome 2

ELO 2. Prepare and collate information to determine the risks associated with the execution of the short-term mine plans.

• Apply basic knowledge and understanding of mine planning, mineral resource management, mining engineering, technical services practice, and statutory, regulatory, and organisational requirements applied.
• Identify and evaluate the required legal permits and permits and identify the relevant risks and mitigating actions.
• Evaluate production volumes, production performance, and geological conditions; identify key hazards and risks associated with each; and make recommendations for changing the mine plans to mitigate the potential risks in accordance with statutory, regulatory, and organisational requirements.
• Compile a template-based risk report using information from various mine plans and the operating performance of the mine.
• Ensure compliance with all occupational health, safety, and environmental requirements.

Associated Assessment Criteria for Exit Level Outcome 3

ELO 3. Perform troubleshooting activities.

• Collect data for conducting planning risk assessments.
• Collate the results of risk assessment sessions.
• Prepare presentations on planning risk assessments and contingency actions, and an explanation is given on how these will be presented to management.
• Explain and apply risk assessment actions.
• Analyse and solve problems in accordance with requirements.

Associated Assessment Criteria for Exit Level Outcome 4

ELO 4. Communicate effectively.

• Demonstrate oral and written communication effectively whilst performing the tasks related to mine planning observer's activities.
• Communicate clearly, accurately planning parameters.
• Communicate identified risks in accordance with operational requirements.
• Communicate information accurately and convey in accordance with acceptable timeframes.
• Communicate fluently and understandably, 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 is 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 weaknesses, 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, and 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.

External Integrated Summative Assessment

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 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.