National Occupational Certificate: Mine Planning Officer

Purpose

The purpose of the National Occupational Certificate: Mine Planning Officer is to prepare a learner to be a Mine Planning Officer.

Mine Planning Officers develop and schedule mine plans, troubleshoot, 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

• Develop basic short-term mine plans and production schedules, including resource and equipment requirements.
• Prepare and collate information to determine the planning risks.
• Troubleshoot; identify and address mining-related problems.
• 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 mineral in line with organisational strategies given effectively and competently.

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.

Successful completion of this qualification will lead to an NQF level 4 qualification, which will open up further studies to obtaining a degree/diploma through a Higher Education Institution.

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

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 mandates 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, hence the need for the qualification.

The role of Mine Planner is an ever-changing one. A Mine Planner is responsible for determining the best way for a mining company to extract a resource from the ground. Most mines fill this position using production staff or staff from other technical services disciplines. The role, however, is becoming more specialised, and the various associations have identified the need for a national qualification that will assist with the professionalisation of this role. Given the recent advancements in information technology, particularly in the mining industry's planning domain, alongside the escalating statutory demands on reserve and resource estimation, there is an urgent need to address the diminishing skills amongst mine planners. This qualification aims to bridge this gap by offering ongoing training and development opportunities, facilitating the growth of mine planners from within the mining industry. All mines require planning officers who must ensure that the mine planning documents and processes comply with the relevant legal requirements.

Presently, there is no registered formal qualification for this critical skill.

This qualification replaces the Occupational Certificate: Mining Technician (Mine Planning Practitioner), which expired in 2023 03-30. The qualification is aimed at providing learners with opportunities for professional development and career advancement within the broader constituencies of mine survey, occupational health, safety, and environmental communities.

The role of Mine Planners 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.

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

The 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.

Additionally, the sector will benefit from a pool of efficient and effective qualified mine planners capable of executing mine planning tasks.

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

Learners for this qualification will be new entrants to the mining sector or Mine Planning

Observers or learners who have completed the Intermediate observer's related qualification in either geology, sampling, survey, rock engineering, or ventilation.

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, all these qualifications are under review and not yet registered.

Diagonal articulation could not be established as no registered qualifications across Sub Frameworks were identified 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- 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.

RPL for exemption from modules

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, 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 3 qualification with communication and mathematics.

Or

• An NQF Level 3 Intermediate Occupational Certificate: Mine Planning Observer.

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

Knowledge Modules

• 311701-010-01-KM-01, Mine Planning, NQF Level 4, 16 Credits.
• 311701-010-01-KM-02, Mineral Resource Management, NQF Level 4, 16 Credits.
• 311701-010-01-KM-03, Mining Engineering and Technical Services Practice, NQF Level 4, 12 Credits.
• 311701-010-01-KM-04, Operations Supervision, NQF Level 4, 4 Credits.

Total number of credits for Knowledge Modules: 48

Practical Skill Modules

• 311701-010-01-PM-01, Assist with the Production of Short Term and Medium Mine Plans and Production Schedules Including Resource and Equipment Requirements for Mining Final Products, NQF Level 3,

16 Credits.

• 311701-010-01-PM-02, Update Mining Layouts/Plans and Schedule the Required Resources to Achieve the Production Rates, NQF Level 4, 16 Credits.
• 311701-010-01-PM-03, Coordinate Mine Planning Meetings, NQF Level 4, 8 Credits.
• 311701-010-01-PM-04, Make Inputs into a Process to Determine the Possible Risks in Executing Mine Plans and Schedules, NQF Level 4, 4 Credits.

Total number of credits for Practical Skill Modules: 44

Work Experience Modules

• 311701-010-01-WM-01, Exposure to the Short and Medium-Term Mine Planning Processes, NQF Level 4, 20 Credits.
• 311701-010-01-WM-02, Exposure to the Risk Assessment Processes, NQF Level 4, 8 Credits.

Total number of credits for Work Experience Modules: 28

1. Apply fundamental knowledge, collate information, carry out calculations and perform other activities to develop basic short-term mine plans and production schedules, including resource and equipment requirements.
2. Undertake the initial planning activities to identify mine planning risks, evaluate production volumes and performance, and collate information to determine the risks associated with the execution of the short-term mine plans.
3. Troubleshoot; identify and address mining-related problems.
4. Communicate effectively.

Associated Assessment Criteria for Exit Level Outcome 1

ELO 1: Apply fundamental knowledge, collate information, carry out calculations and perform other activities to develop basic short-term mine plans and production schedules, including resource and equipment requirements.

• Apply fundamental 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 on mine plans and designs and make alterations to the mine plans in accordance with statutory, regulatory, and organisational requirements.
• Produce mine 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: Undertake the initial planning activities to identify mine planning risks, evaluate production volumes and performance, and collate information to determine the risks associated with the execution of the short-term mine plans.

• Apply fundamental knowledge and understanding of mine planning, mineral resource management, mining engineering, technical services practice, and statutory, regulatory, and organisational requirements.
• Identify the required legal authorisation and permits are identified and evaluated and evaluate the relevant risks and mitigating actions.
• Identify production volumes and production performance, and 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.
• A template-based risk report is compiled 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: Troubleshoot; identify and address mining-related problems.

• Identify the risks associated with the inputs to the plan.
• Identify the risks associated with the execution of the plans.
• Specify that the risks are prioritised as high, medium, and low, and the significant risks.
• Identify the possible actions to mitigate the identified significant risks.
• Develop and present risks and contingency plans to role players.
• Analyse and solve problems in accordance with requirements.

Associated Assessment Criteria for Exit Level Outcome 4

ELO 4: Communicate effectively.

• Apply communication knowledge and skills to plan and coordinate mine planning meetings.
• Apply communication techniques to ensure that the information that is communicated is fluent and understandable.
• Integrate communication skills with leadership skills to facilitate mutual understanding in a multi-disciplinary team.
• Use appropriate communication channels to ensure effective implementation of decisions taken from mine planning meetings.

Integrated Assessment

Integrated Formative Assessment

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 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.