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 QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Emergency Services Operations 
SAQA QUAL ID QUALIFICATION TITLE
48855  National Certificate: Emergency Services Operations 
ORIGINATOR
SGB Fire and Rescue 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
Was LG SETA until Last Date for Achievement  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 11 - Services  Cleaning, Domestic, Hiring, Property and Rescue Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 0160/05  2007-10-30  2009-02-18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-02-18   2013-02-18  

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 is replaced by: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
64390  National Certificate: Emergency Services Supervision: Fire and Rescue Operations  Level 5  Level TBA: Pre-2009 was L5  130  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
A learner who has achieved this qualification will focus competence towards rendering emergency care and protecting property and the environment within a defined scope of practice.

Learners who complete this qualification will have received nationally recognised training in line with international standards and will be recognised as competent emergency services operators employable within the local government sphere as well as in the private sector. In addition, learners will be in a position to move on to higher education studies in the fields of rescue, emergency services, or other related areas.

Qualified learners in this field will improve the pool of competence and thus the delivery of municipal, designated and private emergency services. More qualified learners will improve the selection criteria for new employees in this area.

Rationale for the qualification:

Fire services in South Africa have developed under the auspices of many different authorities ranging from municipal governments, to the SANDF. The establishment of a Fire Services Board some years ago did little to temper the different standards emerging as various services trained to the best of their resources against various international curricula and materials.

With the establishment of the NQF an opportunity has opened for the establishment of criteria and competence standards which will regulate practice across the country. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • It is assumed that a learner entering a programme leading to this qualification will be in possession of an NQF level 4 qualification or equivalent.
  • This implies that learners will be competent in two South African languages, as well as in communication and mathematical literacy more generally at NQF level 4.
  • Learners will require either physical science, chemistry or Biology at NQF level 1.

    Recognition of Prior Learning (RPL):

    A learner may achieve this qualification through the process of Recognition of Prior Learning (RPL). This unit standards based qualification lends itself to this process of assessment either by assessment of individual unit standards or the qualification as a whole. For this purpose components of the certificate as recorded by the constituent unit standards should be used for recognition of prior learning assessment.

    RPL may take place via:
  • Automatic recognition of existing formal learning achieved - as defined by the industry.
  • Challenge testing/assessing of competence.
  • Portfolio submission to the satisfaction of a registered assessor.

    Providers should make clear their RPL and/or credit exemption policies and procedures in documentation available to learners. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification is constructed as a unit standard based qualification at NQF level 5.

    In summary the rules are as follows:
  • A minimum of 27 fundamental credits as specified
  • A minimum of 20 core credits as specified
  • A minimum of 73 elective credits as specified
  • Making for a total of 120 credits 
    		•

    EXIT LEVEL OUTCOMES 
    On achieving this qualification the learner will be able to:

    1. Confine and extinguish class A to D fires.
    2. Demonstrate an ability to perform rescue operations within their defined scope of practice.
    3. Demonstrate the ability to recognise and stabilize hazardous materials incidents.
    4. Inspect specified equipment to care for operational readiness.
    5. Drive code B emergency and related vehicles.
    6. Interact with members of the public in a manner that furthers the mission of an emergency services organisation.
    7. Deliver a public education and fire safety intervention.
    8. Perform administrative tasks related to the functioning as a member of an emergency services organisation.

    Critical Cross-Field Outcomes:

    Qualifying learners will be expected to demonstrate that they are competent to:

    1. Collect, analyse and organise information:
    1.1 By demonstrating an ability to explain their actions in light of information available to them at the scene of an incident.
    1.2 By keeping track of and evaluating their own learning progress while in the qualification.

    2. Communicate:
    2.1 By effectively using communication competence specified in unit standards for this qualification while operating as a member of a fire-fighting team.
    2.2 By communicating with members of the public as specified elsewhere in this qualification.

    3. Plan and organise activities:
    3.1 By demonstrating the ability to plan personal learning within the qualification.
    3.2 By planning and organising such personal workplace activities as are not specifically planned and organised for them by the designated authority.

    4. Work with others in teams:
    4.1 By demonstrating the team competency specified in the relevant unit standard for this qualification while operating as a member of a designated fire authority.

    5. Use maths:
    5.1 By demonstrating a grasp of numeracy to the levels required by the theory components of this qualification.

    6. Solve problems by utilising systems:
    6.1 By demonstrating an understanding of the inter-related parts of an emergency service within the South African context, and by operating to specified expectations as a member of such a service.
    6.2 By demonstrating an understanding of various aspects of fire as inter-related systems.
    6.3 By demonstrating an understanding of the various extinguishing media and techniques as parts of inter-related fire intervention systems.
    6.4 By demonstrating knowledge of the human body as a system and adapting health and rescue interventions accordingly.

    7. Use technology:
    7.1 By demonstrating the ability to inspect, care for and utilise specified fire fighting and related equipment according to the standards set elsewhere in this qualification.

    8. Take responsibility for their personal development:
    8.1 By planning personal development goals for the period in which they are enrolled for the qualification.
    8.2 By creating opportunities to realise these goals, and
    8.3 By evaluating their personal development against their own goals. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.1 The correct class of fire is identified.
    1.2 The correct extinguishing medium and equipment is selected.
    1.3 The fire is extinguished in a safe and efficient manner.

    2.1 A range of factors is considered in developing a situational analysis.
    2.2 The patient is accessed.
    2.3 The patient is packaged and treated according to correct practice.
    2.4 The patient is evacuated according to correct practice.

    3.1 A potential or actual hazardous materials incident is identified and the features determined.
    3.2 The material is identified and appropriate stabilization conducted.
    3.3 An appropriate intervention is initiated within the level of competence of the intervening person.

    4.1 The operational readiness of specified equipment is ensured by inspecting and maintaining equipment according to the standard operating procedures of the designated authority.

    5.1 The qualifying learner has achieved a K53 driver's licence.
    5.2 Specified emergency or related vehicle is driven according to the relevant sections of the Road Traffic Act.

    6.1 Sensitivity is demonstrated to the diversity of members of the public with whom one is dealing.
    6.2 Appropriate methods of communication are chosen for interacting with various members of the public.
    6.3 Specified outcomes are achieved in communicating with members of the public.

    7.1 A public education and fire safety intervention is conducted and self-evaluated.

    8.1 All administrative forms as specified by the Authority are completed.

    Integrated assessment:

    Anyone assessing a learner or moderating the assessment of a learner against this qualification must be recognised as an assessor/moderator by the relevant ETQA. Such recognition assumes that the assessor has both ETDP competence, as well as disciplinary competence in the relevant area of practice at least at NQF level 5.

    This point leads to the assumption that any assessor assessing this qualification is not relying simply on the content described in this document. Rather the assessor will be (1) drawing on a wealth of experiential knowledge for which this qualification provides a quality benchmark, and (2) sourcing in other practitioners with relevant functional competence for which this qualification will also serve as a quality benchmark.

    Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across the various bodies of knowledge and practice to achieve competence that is grounded and coherent in relation to the purpose of the qualification.

    Integrated assessment must judge the quality of the observable performance, but also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will be of a more practical nature while others will be of a more theoretical nature. The ratio between action and interpretation is not fixed, but will vary according to factors such as the learners involved, the resources available and policies and practices of the provider.

    A broad range of functionally orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place.

    As each situation is different, it will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.
    In assessing for applied competence and critical cross-field outcomes as described below, the assessor must design a holistic assessment focused at the competence described in the purpose statement of this qualification.

    The qualifying learner must demonstrate achievement in the following areas of applied competence:

    1. The learner must demonstrate an ability to consider a range of options and make decisions regarding:
  • The prioritisation of their own safety and the safety of members of the public.
  • Adaptive ways in which to apply their knowledge and skills depending on the situation.

    2. The learner must demonstrate an understanding and knowledge in the relevant bodies of knowledge as listed under 'Essential Embedded Knowledge'.

    Demonstration of competence in this qualification requires not only observable performance, but also an articulation of the thinking that lies behind it. An Assessor must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance.

    This principle cuts across each part of this qualification and assessors are thus under obligation to extract bodies of relevant knowledge that underpin the purpose, exit level outcomes and critical cross-field outcomes, and to design assessment tools and processes to evaluate a learner's acquisition of this knowledge.
  • Sprinkler system fundamentals.
  • Salvage, overhaul and protecting evidence of fire cause determination.
  • Fire department communications equipment and techniques.
  • Fire prevention and public education.

    3. The learner must demonstrate an ability to learn from her/his actions and to adapt to changes by:
  • Reflecting on own practice, and adapting and modifying it accordingly.
  • Reflecting on their own patterns of learning and creating opportunities for future learning. 
    		•

    INTERNATIONAL COMPARABILITY 
    The National Fire Protection Agency (NFPA) is an international organisation founded in 1890 to further standards in fire fighting. Representing 100 countries, it attempts to keep fire fighting education and training at the cutting edge of knowledge, science and technology.

    This qualification has been benchmarked against, and includes requirements for four NFPA qualifications; namely (1) Fire Fighter I certificate, (2) Fire Fighter II certificate, (3) Hazardous materials awareness certificate and (4) Dealing with hazardous materials certificate.

    After analysing the South African situation, and having in mind the SAQA regulations regarding qualifications, the SGB came to the conclusion that these four international qualifications should be combined into a minimum competence standards for all South African fire fighters. This has been done in this certificate.

    It is intended that all programmes leading to this qualification will receive International Fire Services Accreditation Council accreditation, thus giving learners international recognition and portability. 

    ARTICULATION OPTIONS 
    Horizontal:

    Learners may receive credits towards the National Higher Certificate: Fire Technology as registered by SAQA. Learners will also receive credits towards Rescue Practitioner professional status as awarded by the Health Professions' Council of South Africa.

    Vertical & Diagonal:

    Graduating learners may be admitted to the National Diploma: Fire Technology.
    In addition, it is intended that a National Diploma in Emergency Services Supervision (NQF 6) will be developed into which learners may progress. 

    MODERATION OPTIONS 
    Anyone assessing/moderating the assessment of a learner against this qualification must be registered by the relevant ETQA as an assessor/ moderator.

    Any institution offering a learning programme leading to the achievement of this qualification must be accredited as a provider with a relevant ETQA.

    Such accreditation assumes that the institution has access to relevant resources and staff with substantial disciplinary competence in the relevant field.

    Assessment and moderation of assessment will be overseen by a relevant ETQA, according to:
  • The ETQA's policies and guidelines
  • Agreements reached concerning assessment and moderation between ETQAs.
  • Moderation guideline detailed immediately below.

    Moderation must include both internal and external moderation of assessments at exit points of the qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    This qualification has been replaced by qualification 64390, "National Certificate: Emergency Services Supervision: Fire and Rescue Operations" NQF Level 5, 130 Credits.

    Essential Embedded Knowledge:
  • Fire services orientation
  • Safety.
  • Fire behaviour.
  • Building construction.
  • Protective clothing.
  • SCBA.
  • Portable extinguisher.
  • Ropes and knots.
  • Building search and victim removal.
  • Forcible entry tools.
  • Forcible entry construction and techniques.
  • Ground ladders.
  • Ventilation.
  • Water supply.
  • Coupling, loading and rolling hose.
  • Laying, carrying and advancing hose.
  • Water fire streams.
  • Classes A, C, D, vehicle and wild land fire control.
  • Sprinkler system fundamentals.
  • Salvage, overhaul and protecting evidence of fire cause determination.
  • Fire department communications equipment and techniques.
  • Fire prevention and public education. 
    		•

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  8555  Contribute to information distribution regarding HIV/AIDS in the workplace  Level 4  NQF Level 04  4 
    Core  115218  Function effectively within the structures of an organisation  Level 4  NQF Level 04  4 
    Core  11985  Inspect, drive and maintain an official vehicle  Level 4  NQF Level 04  3 
    Core  115225  Communicate at the scene of an emergency  Level 5  Level TBA: Pre-2009 was L5  3 
    Core  115216  Conduct single-person high angle I rope rescue  Level 5  Level TBA: Pre-2009 was L5  6 
    Fundamental  110057  Conduct a self-evaluation of own progress and development  Level 4  NQF Level 04  2 
    Fundamental  8561  Function in a Team  Level 4  NQF Level 04  4 
    Fundamental  8559  Plan and conduct research  Level 4  NQF Level 04  6 
    Fundamental  110023  Present information in report format  Level 4  NQF Level 04  6 
    Fundamental  8662  Analyse and communicate workplace data  Level 5  Level TBA: Pre-2009 was L5  5 
    Fundamental  8648  Demonstrate an understanding of professional values and ethics  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  13951  Demonstrate knowledge and understanding of the Occupational Health and Safety Act 85 of 1993 (OHSA) (as amended) and the responsibilities of management in terms of the Act  Level 4  NQF Level 04  4 
    Elective  115224  Engage in fire safety and public education activities  Level 4  NQF Level 04  4 
    Elective  115221  Preserve evidence for a fire cause investigation  Level 4  NQF Level 04  2 
    Elective  10981  Supervise work unit to achieve work unit objectives (individuals and teams)  Level 4  NQF Level 04  12 
    Elective  115217  Deal with hazardous materials  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  115223  Demonstrate awareness and take initial actions at a hazardous materials incident  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  9224  Implement policies regarding HIV/AIDS in the workplace  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  115222  Inspect, care for and operate fire service equipment  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  115220  Perform fireground operations whilst under instruction  Level 5  Level TBA: Pre-2009 was L5  28 
    Elective  115219  Perform search and recover operations at an emergency scene  Level 5  Level TBA: Pre-2009 was L5  8 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.
     
    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. City of Johannesburg Emergency Services Training Academy 
    2. Ekurhuleni Metropolitian Municipal Emergency Services Training Academy 
    3. Rural Metro Emergency Management Services (PTY)LTD 


    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.