SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Postgraduate Diploma in Fire Technology

SAQA QUAL ID	QUALIFICATION TITLE
120843	Postgraduate Diploma in Fire Technology
ORIGINATOR
Tshwane University of Technology (TUT)
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Postgraduate Diploma	Field 06 - Manufacturing, Engineering and Technology		Engineering and Related Design
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0816/23	2023-05-30	2026-05-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2027-05-30		2030-05-30

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 qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Postgraduate Diploma in Fire Technology is to equip the learners with the knowledge to master the art of consciousness in the line of duty, apply the scientific knowledge of fire technology and safely manage the dynamics of any emergency. The qualification is designed to maintain a balance between theoretical, practical, and experiential knowledge and skills. This qualification stands on the pillars of science, technology, management, and research. This qualification is envisaged for deserving learners with aptitude, intent, and interest in continuous development and research.

The curriculum is multi-disciplinary in orientation. It prepares graduates to meet the current and future needs of the related industries and to function in fields such as fire science and technology and prepares researchers in fire science and disaster management. They would be able to implement the strategy of the National Disaster Management Framework as an integral part of the National Disaster Management Act. Learners studying the qualification will develop the ability to solve complex and abstract problems in unfamiliar working or industry-related settings and conduct research in the fields of fire technology. The qualification will develop scholars who will be able to generate, interpret, disseminate, and apply disciplinary knowledge across various contexts.

The qualification is further envisaged to enrich and equip the graduate with a new body of knowledge, skills, and applied competencies at the forefront of the field of fire technology, enabling the individual to function optimally in the world of work. As such, graduates with this qualification will be able to demonstrate a deep understanding and competency in applied concepts in fluid mechanics principles in water management in extinguishing fire outbreaks.

Upon the completion of the qualification, qualifying learners will be able to:

Solve complex and abstract problems in unfamiliar working or industry-related settings and conduct research in the fields of fire technology.

Address multiple resources and critically review factors needed for research planning and process, research design and apply different research techniques and strategies, utilised in practice.

Function as scholars at the forefront of related fields in fire technology within the context of developmental and innovative approaches.

Integrate quantitative experimental techniques to investigate the fire phenomenon and use equipment geared to investigate how a material behaves in a fire situation.

Present and communicate academic, professional, or occupational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the fire technology environment.

Submit a written fire origin and cause report that will stand up in court as part of expert witness testimony.

Apply law concepts, interrogate witnesses, advise stakeholders, and safeguard the organization against torts and other legal liabilities resulting from business interactions with clients.

Critically review information gathering, synthesis of data, evaluation, and management processes in the fire technology context to develop creative responses to problems and issues.

Utilise Fire Management Information Systems to benefit society and the organisation to function effectively within the 4th Industrial Revolution.

Successful graduates from the qualification will be able to articulate vertically to master's degrees in cognate fields of study. Graduates will also be able to articulate horizontally or diagonally to other fields of study for career change.

Rationale:
Firefighting is regarded as one of the most hazardous, physical, and stressful occupations, coupled with anxiety and a high risk of losing one's life. The need for the correct set of knowledge and skills to deal with various emergencies and non-emergency incidents is vital. Fire officers are required to implement correct mitigation strategies which involve extensive planning about resources, execution, and implementation of the tactics to effect incident stabilisation, property, and environmental conservation. These emergency workers deal with a variety of incidents ranging from pedestrian and vehicle incidents to complex chemical incidents that pose unreasonable risks to life and health. The qualification therefore empowers the learner to master the art of fire behaviour in different emergency situations including the application of safety rules and concepts in dealing with less serious to extremely hazardous incidents.

The emergency services industry depends on this qualification for the development of much-needed managers and researchers in the field of emergency management. This qualification will equip them with the necessary knowledge and skills in the areas of science, technology, management, and research. This qualification will offer the needed vertical articulation from the Advanced Diploma in Fire Technology to a Master's Degree.
The Postgraduate Diploma in Fire Technology is designed for personnel working in the emergency service environment and prospective managers in the field of emergency management.

The qualification will fulfil the needs of qualified senior supervisors with expertise in areas of fire technology and fire science, management, research, and the use of technology in operational and strategic emergency management decisions. Input from the emergency service industry was sought in the development of the qualification through annual advisory board meetings. The advisory board stressed the fact that the current Bachelor of Technology (B Tech): Fire Technology had become recognized as a qualification linked to the career path in the emergency services industry. The position of a Chief Fire Officer in the Emergency Service industry is linked to the BTech: Fire Technology qualification. With the phasing out of the BTech qualification, the industry requires an equivalent qualification. The development of the qualification will therefore fulfil this expectation of the emergency services. The emergency service industry also needs the undertaking of applied research to solve recurring operational problems. The Postgraduate Diploma in Fire Technology is therefore a gateway to postgraduate studies such as master's and doctoral studies and is very much needed in the industry.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advanced standing within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access:

Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.

To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules:

Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit:

Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.

Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements:

Advanced Diploma in Fire Technology, NQF Level 07.
Or

Bachelor's degree in a cognate field, NQF Level 07.
or

Bachelor of Technology in Fire Technology, NQF Level 07.
Or

A relevant qualification, NQF Level 07.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Compulsory Modules, 120 Credits:

Disaster and Fire Defence Planning, 18 Credits.

Professional Practice in Fire Technology Investigations, 18 Credits.

Research Methodology (Statistics), 12 Credits.

Research Methodology (Theory), 12 Credits.

Fire Hydraulics IV, 18 Credits.

Fire Management Information Systems, 12 Credits.

Research Project in Fire Technology, 18 Credits.

Fire Service Legislation, 12 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate knowledge of and engagement in an area at the forefront in the field of fire technology and related disciplines. Such knowledge should include an understanding of the theories, research methodologies, methods, and techniques relevant to the field, discipline, or practice; and an understanding of how to apply such knowledge in a particular context.
2. Demonstrate an understanding of the complexities and uncertainties of selecting, applying, or transferring appropriate standard procedures, processes, or techniques to unfamiliar problems in the field of fire technology. Graduates should also be able to demonstrate an ability to use a range of specialised skills to identify, analyse and address complex or abstract problems drawing systematically on the body of knowledge and methods appropriate to the fire technology field.
3. Demonstrate an ability to interrogate multiple sources of knowledge in fire technology and evaluate knowledge and processes of knowledge production.
4. Demonstrate an ability to identify and address ethical issues based on critical reflection on the suitability of decisions and actions taken in the fire technology context.
5. Demonstrate an ability to present and communicate academic, professional, or occupational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the fire technology environment.
6. Demonstrate an ability to use the Cone Calorimeter and Thermogravimetric analysis (TGA) as fire measuring tools and to critically review the information and gather data in association with fire theories and evaluate and manage processes in the fire technology context to develop creative responses to problems and issues. Graduates should be able to demonstrate an ability to apply, in a self-critical manner, learning strategies, which effectively address their professional and ongoing learning needs and the professional and ongoing learning needs of others.
7. Demonstrate an ability to take full responsibility for his or her work, decision-making and use of resources, and full accountability for the decisions and actions of others in the fire technology sector.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Apply the knowledge of and engagement in the field of fire technology and related disciplines for efficacy and value according to relevant evaluation criteria and to ensure that these relate to other applied science disciplines, as well as to understand how knowledge is dependent upon African and International scientific theories.

Evaluate and critique the Fire Technology related theories, research methodologies, methods, and techniques relevant to the field, discipline, or practice and examine the role of fire technology in the applied science environment.

Associated Assessment Criteria for Exit Level Outcome 2:

Analyse and apply complex methods of enquiry and their suitability to solve fire technology-related problems by drawing systematically on the body of knowledge and methods appropriate to the fire technology industries.

Identify the evidence-based solutions by selecting, applying, or transferring appropriate standard procedures, processes or techniques and relevant research to introduce change within fire technology settings.

Associated Assessment Criteria for Exit Level Outcome 3:

Evaluate the appropriate knowledge and process of knowledge production in fire technology.

Interrogate multiple sources of knowledge and independently validate its significance in the field of fire technology.

Associated Assessment Criteria for Exit Level Outcome 4:

Evaluate the professional and ethical values and approaches based on critical reflection on specific decisions taken and actions performed in various fire technology contexts.

Associated Assessment Criteria for Exit Level Outcome 5:

Effectively communicate academic, professional, or occupational ideas and texts to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the fire technology environment.

Associated Assessment Criteria for Exit Level Outcome 6:

Critically review the information gathering, and synthesis of fire data, from Cone Calorimeter and TGA with known theories and thereby report on thermal properties of materials as well as evaluation and management processes in the fire technology context to develop creative responses to problems and issues.

Apply the self-critical manner and learning strategies to effectively address learners' professional and ongoing learning needs and the professional and ongoing learning needs of others.

Associated Assessment Criteria for Exit Level Outcome 7:

Explore the responsibilities of learners' own work to justify decisions and actions within the fire technology environment through practice, reading, lectures, and communication with industries and peers.

Analyse the decision-making and use of resources, and full accountability for the decisions and actions of others to justify decisions and actions within the fire technology environment.

INTERNATIONAL COMPARABILITY

Country: United States of America (USA)
Institution: Purdue University Global
Qualification Title: Bachelor of Science in Fire and Emergency Management
Duration: One-year full time
Credits: 180 Credit hours
Entry Requirements:

Applicants must complete an associate or bachelor's degree from an accredited institution.

Purpose:
The Bachelor of Science in Fire and Emergency Management program is designed for emergency services personnel and addresses the new challenges in technology, human resource management, and fiscal responsibility. The public and government appointees are demanding higher levels of training and education for those who lead the nation's first response teams during catastrophic disasters, terrorist incidents, and typical emergencies.

The qualification is designed to empower learners to pursue leadership roles that include managing all aspects of modern fire, EMS, and emergency preparedness agencies. Additionally, this qualification could help increase administrative and management knowledge as well as occupational and life safety awareness. Purdue Global is recognized by the U.S. Fire Administration as an official Fire and Emergency Services Higher Education (FESHE) institution.

Exit Level Outcomes:
Upon successful completion of the qualification, learners will be able to:

Evaluate ethical, social, civic, cultural, and political issues as they relate to the management of emergency services, safety, and survival.

Analyse the social, cultural, behavioural, and economic characteristics of global emergency and disaster planning.

Develop a comprehensive program for operational and strategic emergency management decisions and materials management.

Apply project management strategies that illustrate the design and management of disaster and fire defence planning.

Appraise issues that deal with the psychological effects of emergency services, safety, and survival.

Demonstrate critical thinking to perform research about the management of disaster and fire defence planning using commonly accepted quantitative and qualitative analytical tools to understand and evaluate fire and emergency situations and scenarios.

Evaluate the use of technology to inform and enhance operational and strategic emergency management decisions.

Qualification structure:
The qualification consists of the following compulsory modules.

Introduction to Fire and Emergency Services.

Fire Prevention Practices compares with Professional Practice in Fire Technology Investigations.

Introduction to Emergency Management.

Principles of Emergency Services.

Ethics for the Fire and Emergency Services compares with ELO4: Demonstrate an ability to identify and address ethical issues based on critical reflection on the suitability of decisions and actions taken in the fire technology context.

Legal Aspects of Emergency Services compares with Fire Service Legislation.

Preparedness and Planning for Emergency Management.

Emergency Management Response.

Crisis Management in Terrorist Attacks and Disasters compares with Disaster and Fire Defence Planning.

Community Risk Reduction for Fire and EMS compares with Disaster and Fire Defence Planning.

Recovery Practices in Emergency Management.

Fire Prevention Organization and Management compares with Disaster and Fire Defence Planning.

Political, Ethical, and Legal Foundations of Emergency Services compares with Fire Service Legislation.

Leadership and Management.

Personnel Management for Fire and EMS.

Mitigation and Risk Assessment in Emergency Management.

Disaster Policy in Emergency Management compares with Fire Service Legislation.

Bachelor's Capstone in Fire Science compares with Research Project in Fire Technology and Research Methodology.

Similarities:

The Purdue University Global (PUG) and the South African (SA) qualifications take one year of full-time study.

Both qualifications require applicants who completed the Bachelor's degree in a cognate field or equivalent qualification.

The PUG and SA qualifications are designed to empower learners to pursue leadership roles that include managing all aspects of modern fire.

Both qualifications develop the same graduate exit-level outcomes.

The PUG and SA qualifications share similar compulsory modules.

Both qualifications articulate vertically into a Master's Degree in a cognate field.

Differences:

The PUG qualification consists of 180 credit hours whereas the SA qualification consists of 120 credits.

The PUG qualification consists of both compulsory and elective modules while the SA qualification consists of compulsory modules only and no electives.

Country: Ireland
Institution: Trinity College Dublin, The University of Dublin.
Qualification Title: Postgraduate Diploma in Fire Safety
Duration: One year part-time
Entry Requirements:
The admission requirement is a degree in Civil Engineering or Architecture. Other suitably qualified construction professionals may also be admitted.

Purpose:
This one-year postgraduate course is designed to enable engineers, architects, fire prevention officers and other suitably qualified professionals working in the construction industry to acquire a sound knowledge and understanding of fire in buildings, the safety requirements in the design of buildings and the various design options available for minimising the risk of fire in buildings. The qualification also includes the design of fire safety systems and guidance in the preparation of an application for a fire safety certificate.
This qualification has been approved by Engineers Ireland as meeting its requirements for continuing professional development, and it is a Recognised Educational Programme by The Institute of Fire Engineers. The qualification enables engineers, architects, fire prevention officers and other suitably qualified professionals working in the construction industry to acquire a sound knowledge and understanding of fire in buildings, the safety requirements in the design of buildings and the various design options available for minimising the risk of fire in buildings.

Qualification structure:
The qualification consists of the following compulsory modules.

Fundamentals of Fire Science and Fire Engineering compares with Professional Practice in Fire Technology Investigations.

Fire Safety Engineering compares with Disaster and Fire Defence Planning.

Fire Protection Systems compares with Disaster and Fire Defence Planning.

Legal Principles; Fire, Safety and Health Legislation, Insurances compares with Fire Service Legislation.

The Building Control Act, 1990 and Building Regulations (TGD B) compares with Fire Service Legislation.

The Fire Services Acts, 1981 and 2003 compares with Fire Service Legislation.

Coursework Assignments.

Assessment:
The award of a Postgraduate Diploma in Fire Safety Practice is based on a combination of the results of two examination papers and two coursework assignments. Each paper and the coursework constitute one-third of the overall assessment. Learners must pass each paper and the coursework. There is no system of compensation. The pass mark for the examinations and the coursework is 40%. A distinction is awarded to those who obtain an overall average mark of 70% or more in both the coursework and two papers combined at the summer Examination.

Similarities:

The University of Dublin (UD) and the South African (SA) qualifications require applicants who completed a Bachelor's degree in a cognate field, although the focus of the UD qualification is more on engineering and construction.

Both the UD and SA qualifications share the same purpose.

Both qualifications consist of compulsory modules.

The UD and SA qualifications are assessed through formative and summative assessments.

Both qualifications articulate vertically into a Master's degree in a cognate field.

Differences:

The UD qualification takes one year of part-time study whereas the SA qualification takes one-year full-time study.

The orientation of the UD qualification is more on civil engineering and construction while the SA qualification is on fire technology.

Country: United Kingdom
Institution: Ulster University
Qualification Title: Postgraduate Diploma in Fire Safety Engineering
Duration: The PGDip is completed in full-time mode over 2 semesters, with learners then progressing to MSc and undertaking their master's Dissertation in the 3rd semester.
Entry Requirements:
Applicants should:

An Honours or non-Honours degree in a related science or engineering discipline from a University of the United Kingdom or the Republic of Ireland, from the Council for National Academic Awards, the National Council for Educational Awards, the Higher Education and Training Awards Council, or from an institution of another country which is recognised as being of an equivalent standard.
Or

Postgraduate Certificate, Graduate Diploma, Graduate Certificate, or an approved alternative qualification.

Hold an A level pass in GCE Mathematics at Grade C or alternatively the applicant's primary degree must have a significant mathematics base to at least A level standard.

Purpose:
There is strong demand for well-educated fire safety engineers, and most learners will embark on a career within a fire safety engineering consultancy. Graduates are also employed in other interesting and diverse careers in fields related to fire safety both in the United Kingdom (UK) and worldwide e.g., as regulators, fire safety officers in both the public and private sectors, researchers in research and testing facilities, and fire brigade officers both in the UK and Europe. Opportunities also exist within the Fire Safety Engineering Research and Technology Centre (FireSERT) for PhD studies in a wide range of fire science and engineering-related topics.

The qualification is offered by the Fire Safety Engineering Research and Technology Centre (FireSERT), a centre which is internationally recognised for its leading-edge research in the fields of fire dynamics, structural fire engineering, human behaviour in fire and fire modelling.

Qualification structure:
The qualification consists of the following compulsory modules:
Year one:

Fire Safety Engineering Design 1 compares with Disaster and Fire Defence Planning.

Fire Safety Engineering Design 2 compares with Disaster and Fire Defence Planning.

Heat Transfer and Thermofluids compares with Fire Hydraulics IV.

Fire Dynamics compares with Fire Hydraulics IV.

Structural Fire Engineering.

People and Fire.

Fire Engineering Laboratory.

Active Fire Protection Systems compares with Disaster and Fire Defence Planning.

Research and Dissertation compares with Research Project in Fire Technology.

Year two: Optional Module for master's learners

Research and Dissertation (Specialism).

Assessment:
A diverse range of assessment methods is adopted in the PG Dip/MSc qualification to enhance the learning experience and help learners understand and enhance their performance. Modules are assessed either entirely by coursework or by a combination of coursework and examination. Assessment may include group and individual presentations, laboratory reports, essays, and design project work. Learners should expect to be given clear, explicit information and guidance on the assessment and understand how it will be marked. Learners will also be given timely and relevant individual or group feedback on all work allowing them to identify areas of weakness and feed forward into the learning.

Similarities:

Ulster University qualification and the South African (SA) qualifications require one-year full-time study.

The Ulster University and the SA qualifications require applicants who hold a bachelor's degree in the cognate field or equivalent qualifications.

Both qualifications have the same purpose and compulsory modules.

The Ulster University and the SA qualifications are assessed through formative and summative assessments.

Both qualifications articulate vertically into a master's degree in a cognate field.

Differences:

The Ulster University qualification allows learners who hold an Honour's degree and a Postgraduate Diploma in a cognate field, while the SA qualification only requires holders of the first degree and not an Honour's degree.

ARTICULATION OPTIONS

Horizontal Articulation:

Bachelor of Science Honours in Construction Health and Safety Management, NQF Level 08.

Postgraduate Diploma in Safety Management, NQF Level 08.

Vertical Articulation:

Master of Applied Sciences, NQF Level 09.

Master of Disaster Management, NQF Level 09.

Master of Philosophy in Disaster Risk Science and Development, NQF Level 09.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

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.

1.	Tshwane University of Technology (TUT)