SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Demonstrate an understanding of legislation and compliance in the Mining and Minerals Sector 
SAQA US ID UNIT STANDARD TITLE
115663  Demonstrate an understanding of legislation and compliance in the Mining and Minerals Sector 
ORIGINATOR
SGB Mining and Minerals 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Fabrication and Extraction 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  9 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 		 2004-08-11  2007-08-11  SAQA 0655/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-08-11   2011-08-11  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard will be useful to people who are required to demonstrate an understanding of legislation and compliance in the Mining and Minerals sector. People credited with this Unit Standard are able to:
  • Demonstrate knowledge of the Mine Health and Safety Act;
  • Demonstrate knowledge of the Explosives Act;
  • Demonstrate knowledge of the Environmental Conservation Act; and
  • Demonstrate knowledge of applicable mandatory Codes of Practice.

    The skills, knowledge and understanding demonstrated within this unit standard are essential for social and economic transformation and contribute to the upliftment and economic growth of the mining and minerals sector. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • National Certificate - Rock Breaking (Surface Mining) 
    		•

    UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate knowledge of the Mine Health and Safety Act. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Applicable statutory requirements of Mine Health and Safety Act (Act No. 29 of 1996) are explained. 

    ASSESSMENT CRITERION 2 
    Applicable regulations from the Mine Health and Safety Act (Act No. 29 of 1996) are explained. 

    ASSESSMENT CRITERION 3 
    Applicable regulations from the Minerals Act, 1991 (Act No. 50 of 1991) in force in terms of Schedule 4 of the Mine Health and Safety Act, 1996 (Act No. 29 of 1996) are explained. 

    SPECIFIC OUTCOME 2 
    Demonstrate knowledge of the Explosives Act. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Applicable statutory requirements of the Explosives Act (Act No. 26 of 1956) are explained. 
    ASSESSMENT CRITERION RANGE 
    Applicable Explosives Act must include the following:
  • Chapter 6 - Transport of Explosives
  • Chapter 8 - Storage of Blasting Material
  • Chapter 10 - Use of Blasting Material
     
    		•

    ASSESSMENT CRITERION 2 
    Consequences of non-compliance with legal requirements regarding explosives and accessories are explained. 

    SPECIFIC OUTCOME 3 
    Demonstrate knowledge of the Environmental Conservation Act. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Applicable statutory requirements of the Environmental Conservation Act (Act No.73 of 1989) are explained. 
    ASSESSMENT CRITERION RANGE 
    The statutory requirements must include the following:
  • Dust control
  • Noise
  • Pollution control
  • Waste management
     
    		•

    ASSESSMENT CRITERION 2 
    Consequences of non-compliance with the Environmental Conservation Act are explained. 

    SPECIFIC OUTCOME 4 
    Demonstrate knowledge of mandatory Codes of Practice. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Applicable statutory requirements of the mandatory Codes of Practice are explained. 

    ASSESSMENT CRITERION 2 
    Consequences of non-compliance with mandatory Codes of Practice are explained. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Without knowledge of the listed embedded knowledge, candidates are unlikely to achieve all the specific outcomes to the standards described in the assessment criteria. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.
    Note: The ability of the candidate to identify substandard and hazardous conditions, assess and take appropriate action. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community.
    Note: The ability and willingness of the candidate to accept and interpret work instructions correctly. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage himself/herself and his/her activities responsibly and effectively.
    Note: The ability of the candidate to indicate what methods, tools and personal protective equipment are required, and to communicate to fellow workers his/her intentions and the assistance required. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
    Note: The ability of the candidate to reconcile the information from visual and physical examinations and constantly evaluate the changing situation. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
    Note: The appropriate communication with the relevant personnel with regard to the reporting of hazards and substandard conditions will indicate his/her proficiency in effective communication. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, thus showing responsibility towards the environment and health of others.
    Note: The use of science and technology is not relevant for this unit standard. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
    Note: The ability of the candidate to identify and refer anomalous behaviour to a specialist confirms his/her understanding of the fact that a specific observation, inference, action or decision may have a devastating effect. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Notes to assessors:

    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember, we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • 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.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence - of the prescribed type and quality as specified in this unit standard - that the candidate is able to achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well-documented principles of assessment, namely appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

    UNIT STANDARD NOTES 
    Terminology

    Specified requirements include legal and site-specific requirements and are contained in one or more of the following documents:

    Legal:
  • Relevant Acts, e.g. Mine Health & Safety Act, 1996 (Act No. 29/1996), and Minerals Act and Regulations, 1991 (Act No. 50/1991)
  • Mandatory Codes of Practice
  • SABS and other relevant standards
  • Chief Inspector of Mines' Directives

    Site-Specific:
  • Hazard Identification and Risk Assessments (HIRA)
  • Occupational Health and Safety Risk Management Programme
  • Managerial Instructions
  • Mine Standard Procedures
  • List of Recorded OH&S Risks
  • Working Guides
  • Equipment and Materials Specifications

    Unit Standard Justification

    Attribute, level & Justification:
  • Procedure (Level 4): Here the choice procedure becomes more extensive, but choice will be known and standard. Dealing with adverse environmental conditions.
  • Context (Level 3): The candidate knows all contexts that the process occurs in but a variety and range of contexts occur. E.g. deal with adverse environmental conditions (noise, dust, etc.).
  • Knowledge (Level 4): The theoretical knowledge required is extended to theoretical concepts. E.g. the varying densities and hardness of surrounding rock types.
  • Information processing (Level 4): Basic analysis of information is required, e.g. a combination of sample results indicates a problem in a process and the source of the problem has to be identified.
  • Problem solving (Level 3): The key difference from level two is the application of some "judgement" e.g. "fine-tuning" a drilling and blasting process.
  • Orientation of activity (Level 3): Follows instructions but has some autonomy to make own decisions and give some instructions.
  • Orientation of scope of responsibility (Level 4): The candidate is entirely responsibility for the output, Responsibility for others as per 3.
  • Application of responsibility (Level 4): Candidate is given guidelines and output is evaluated rather than checked. E.g. by means of production output.

    Average Level: 3.63; Actual Level Assigned: 4

    Credits:

    Total hours required by the learner to achieve the required outcome:

    Classroom Teaching: 60 hours
    On-The-Job Training: 30 hours

    Total: 90 hours

    Credits achieved = 90/10 = 9.0; Credits assigned = 9 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.