SGB for the Mining and Minerals Sector. SKILLS PROGRAM In. Blasting Assistant Operations in Underground Coal Mines

Transcription

1 SGB for the Mining and Minerals Sector SKILLS PROGRAM In Blasting Assistant Operations in Underground Coal Mines BAND ON THE NATIONAL QUALIFICATIONS FRAMEWORK General Education and Training Further Education and Training Higher Education and Training Yes PRACTISING PERSON FOOTPRINT Practising person with qualification registered on the NQF Mandatory licensing No Discretionary licensing Currency of competency Date Jan 05 Version 0 Page 1 of 1

2 Skills Program Description Blasting Assistant Operations in Underground Coal Mines Registration Number: Total Credit Value: 31 Band on the NQF FET Field: Sub-Field: Manufacturing Engineering and Technology Fabrication and Extraction Issue Date: Review Date: Rationale There is a need in the industry for people to perform Blasting Assistant Operations in underground coalmines. In terms of the Explosives Usage at Mines and Works Regulations under the Mine Health and Safety Act, a competent person is required as a blasting assistant. In addition to assisting with the activities of safe receipt, storage, issuing and transportation of explosives a competent blasting assistant may also assist competent persons performing primary blasting with: the preparation of primers; the charging of blast holes with explosives or the placing of explosive charges; the connecting up of blasting rounds or circuits, and. There are many employees engaged with the work of blasting assistants on a daily basis and this skills programme is designed to ensure that they comply with the relevant regulations, enhance safety practices at the mine, and contribute to the achievement of mine targets. This skills programme is designed to benefit both the learner and the employer in the sector and thus contribute to an improved economy by ensuring learner competence and enhanced productivity by giving recognition to the learner through establishing and acknowledging their competence. Through its design this skills programme will meet the needs of learners in the Mining and Minerals sector who require technical expertise and essential knowledge of blasting assistant in mining operations which this skills programme will provide. Purpose of Skills Program People credited with this skill program are able to perform Blasting Assistant Operation in the production process. This skills programme is aimed at people who work or intend to work within a coal-mining context and seek recognition for essential skills in coal mining operations. It is anticipated that 388 candidates will participate in this skills programme over the next three years? The need for the skills program has been verified by identification of sufficient number of people to be trained in this program. Page 2 of 2

3 Articulation This skill program may be the ideal platform for obtaining credits towards a national qualification in the mining discipline and other mining industry related sub-fields, specifically, towards the National Certificate in Mining Operations: Underground Coal, level three. Learning assumed to be in place It is assumed that candidates embarking on learning towards this skill programme have relevant knowledge and understanding of the mining process as well as: Communication skills (Language at ABET Level 3) Basic knowledge of underground coal mining operations Basic computer operation skills Access to this skill program It is recommended that candidates have addressed the areas reflected under Learning assumed to be in place before embarking on learning towards this clustering of unit standards. Composition of the skill program Sequence 1 Unit Standards The following unit standards specific to Blasting Assistant Operation for underground mining must be achieved. SAQA Registration Number SETA Unit Std Number OcS-F Unit Standard Title Level Credit Credit Justification (Hrs) Work Place OcS-F015 Address workplace hazards and risks 2 4 Monitor compliance to safety, health and environmental requirements in a workplace Charge up a work MnC-G 035 face for blasting in an underground coal mine MnC-G 060 Demonstrate knowledge to test and monitor for basic gases in an underground coal mine (Co, Co2, O2 and CH4).. Provid er Page 3 of 3

4 5 Sound and bar down roof and side walls using sounding and MnC-G barring equipment in an underground coal mine Demonstrate 6 MnC-G 031 knowledge and ability to work in an underground coal mine. Total Learning program NOTES Training (notional) Period based on total credit value 31 x 10 = 310 Hours = 310 hrs = 52 Days 6 hrs/day 1. The skills program may be achieved in a notional period of 52 days, This is based on an assumption of utilising 6 hours of training during any given shift. 2. Considering the fact that some learners may progress faster or slower than other learners, it is suggested that a lead and a lag time of 20% be incorporated into this Clustering of unit standards. This means that above average learners will possibly complete the Skill programme in 42 days. Learners who perform at a slower rate will possibly complete the Skill programme in 62 days. 3. The total (nominal) time allocated for Provider learning (off the job), as a percentage of total time is 42%. 4. The total (nominal) time allocated for Workplace Learning (on the job), as a percentage of total time is 52%. 5. It is assumed that the application of achieved competencies will be progressive and throughout the Skill programme period. Practical Experience Relevant practical experience will be obtained during the learning phase of this skill programme. The assessment of individual unit standards will confirm the required practical experience. Integrated assessment For awarding recognition for this skill programme, a candidate must achieve all the unit standards as per item 5. The assessment criteria in the unit standards are performance-based (applied competence as opposed to required knowledge only). This means that workplace experience may be recognised when awarding credits towards this qualification. Page 4 of 4

5 The candidate must demonstrate the ability to effectively engage in operations in an integrative way, dealing with divergent and random demands related to the work operations Range statements The unit standards provide the details of the ranges within which the candidate is required to perform. Recognition of Prior Learning This skills program can be achieved wholly, or in part, through recognition of prior learning in terms of the criteria laid out in item 4 Evidence can be presented in a variety of forms, including reports, testimonials mentioning functions performed and application of relevant competencies, work records, portfolios, performance records and videos of practice. All such evidence should be judged according to the general principles of assessment described in the note to assessors in item 9, and with emphasis on currency of evidence. Accreditation and Moderation Notes Providers offering learning towards achievement of any of the unit standards that make up this skills program must be accredited through the relevant ETQA by SAQA. Internal moderation of assessment must take place at the point of assessment with external moderation provided by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. Assessors registered with the relevant ETQA must carry out the assessment of candidates for any of the unit standards that make up this skills program. Notes for Assessors: Assessors should keep the following general principles in mind when designing and conducting assessments: Focus the initial assessment activities on gathering evidence in terms of the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. The aim is to declare the person competent in terms of the qualification purpose. Where assessment at across titles or at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment. Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation. All assessments should be conducted in line with the following well documented principles of assessment as defined below: Principles of assessment: Appropriate: The method of assessment is suited to the performance being assessed. Page 5 of 5

6 Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence. In particular, the method of assessment is sensitive to language diversity. Manageable: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning. Integrated into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible. Valid: The assessment focuses on the requirements laid down in the Standard; i.e. the assessment is fit for purpose. Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible Authentic: The assessor is satisfied that the work being assessed is attributable to the person being assessed. Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently. Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair. Open: Learners can contribute to the planning and accumulation of evidence. Assessment candidates understand the assessment process and the criteria that apply. Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors. Page 6 of 6