Finalisation of the explosives regulations 2014: The competency and training dimensions

6th Annual Explosives Manager Safety Forum OR Tambo Conference Centre, Boksburg

CBS

Prof H Schenk

A de Beer

Scope of presentation

• Overview of status quo of competencies and training Explosives Managers Reg 12(1)

– Reg 19 (1) minimum competency requirements

– Reg 19 (2) SAQA accreditation of training

• SLPs and Formal Exp Qualifications

– Review and Articulation

The Past: Role and History of post-school Qualifications and SLPs in the SA Explosives Industry

• Late 1980s: changes in explosives industry and dwindling student numbers result in termination of tertiary qualifications in explosives technology at two residential South African technikons.

• 1997: Comprehensive survey covering the whole explosives industry indicates a definite need for knowledge and skills of explosives technology

History cont.

• 1998: technical and training committee of NIXT (National Institute for Explosives Technology) expresses need for supervisory level skills programme

• 1999: collaboratively developed non-formal “Explosives Technology for Supervision and Management” Short Learning Programme (SLP) is introduced by then Technikon RSA Bureau for Business Studies

History cont.

• 2003 onward: Explosives industry represented by Nixt and TSA develop and register formal National Diploma and Bachelors degree (B Tech) qualifications in explosives management.

• Original freestanding 14 year-module credit- bearing SLPs remain for students needing statutory certification as explosives manager with Dept of Labour to comply with OHS Act Regulation 12(1), but who do not wish to pursue full formal qualification

History cont.

• 2005 - 2007: Merger Unisa/TSA and promulgation of HEQF leading to reconceptualising and aligning technikon qualifications to prescripts of HEQF

• 2009 -2010: Unisa drafts position paper for training and education in explosives sector and EXP industry community engagement project is conceived.

• 2010-ongoing: Current “Cranfield Agenda A & B”study project commences and evolves

History cont.

• 2013: Promulgation of Higher Education Qualification Sub-Framework (HEQSF) triggers teach-out planning of N Dip and B Tech qualifications and development of HEQSF compliant replacement Dip Exp and Advanced Dip Exp qualifications

• 14 module ‘pink course’ is semesterised and aligned to CHE and SAQA prescripts

• 2017: Diploma in Exp Management (NQF 6) accredited and introduced

History cont.

• 2014: DoL/Industry workgroup project starts on review of regulatory minimum competency requirements for Explosives Managers certification

• 2015/16: DoL/Industry Workgroup develop a Functional Knowledge Requirement Matrix for Explosives Managers comprising 13 Competency Areas deemed applicable for ‘fully fledged’ explosives managers across all sectors

13 Functional Knowledge Areas ( Competency Matrix)

• 1. EXPLOSIVES TECHNOLOGY • 2. STORAGE • 3. TRANSPORTATION • 4. MANUFACTURING • 5. PLANT DESIGN PRINCIPLES • 6. TEST AND EVALUATION • 7. DISPOSAL • 8. RISK ASSESSMENT • 9. LAW AND REGULATIONS • 10. EXPLOSIVES MANAGEMENT • 11. SHE MANAGEMENT • 12. QUALITY PRINCIPLES • 13. BASIC FIELD APPLICATION

The Present: Status Quo of Explosives Manager minimum competency requirements and formal ETD

pathways through SLPs and post-school Qualifications

• 2016 : Draft report submitted to Nixt Advisory Forum and further sectoral analysis of functional knowledge data is conducted

• 2016/17: Unisa SLPs 1-4 benchmarked, reviewed and aligned to EM Functional Knowledge Matrix and UK NOS: Explosive Substances and Articles(ESA)

The Present: contd. DOL/Industry Project analysis objectives for EM

certification

1. Establish the universal applicability of the 13 competency areas for inclusion in the curriculum

of the EMC Certificate through the frequency distribution of Compulsory, Optional and N/A

response patterns.

2. Establish the distribution of responses on required level of depth for the sub-knowledge areas

of each competency area.

3. Establish a level of international relevance by comparing the 13 competency areas and their

sub-knowledge areas to the key roles and knowledge requirements of the UK National

Occupational Standards for Explosive Substances and Articles (NOS ESA)

4. Establish significant differences in reported levels of training depth across industry sector

groupings (Manufacturing Commercial /Manufacturing Military/Users Commercial/Users Military)

that may indicate possible curriculum specialisation.

5. Linking general depth of knowledge response patterns to NQF level descriptors applicable to the

proposed EMCC.

Objective 4: Competency areas further analysis on industry sub-sectors

(4 sub groups i.e. Manufacturing Commercial , Manufacturing Military, Users Commercial, Users Military)

Ranking of importance and depth of competency/knowledge areas (mean all groups)

Differences between subgroups in emphasis of importance and depth of

competency/knowledge areas (statistical significance /practical significance)

Project Objective 5: Linking general depth of knowledge requirements to NQF level descriptors applicable to the proposed EM Competency Certificate.

[Design requirement for every prospective provider for SAQA accreditation in terms of Reg 19(2) ]

• EXPLOSIVES MANAGER COMPETENCY FRAMEWORK NQF LEVEL DETERMINATION • Ten categories are used in the level descriptors to describe applied competencies

across each of the ten levels of the National Qualifications Framework: • Level descriptors are designed to act as a guide and a starting point for, inter alia: • Writing learning outcomes and associated assessment criteria for qualifications

and part qualifications • Pegging a qualification at an appropriate level on the NQF, used together with

purpose statements, outcomes and assessment criteria • Assisting learners to gain admission through RPL at an appropriate level on the

NQF • Making comparisons across qualifications in a variety of fields and disciplines

pegged at the same level of the NQF • Programme quality management, used together with purpose statements,

outcomes and assessment criteria.

Project Objective 5: Linking general depth of knowledge to NQF level descriptors applicable to the proposed EM Competency Certificate.

Example of first 4 level discriptors NQF5 - 7

SAQA level descriptor categories of applied competencies

NQF level 5 NQF level 6 NQF level 7

1. Scope of knowledge

a learner is able to demonstrate an informed understanding of the core areas of one or more fields, disciplines or practices, and an informed understanding of the key terms, concepts, facts, general principles, rules and theories of that field, discipline or practice.

a learner is able to demonstrate detailed knowledge of the main areas of one or more fields, disciplines or practices, including an understanding of and the ability to apply the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice to unfamiliar but relevant contexts; and knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices.

a learner is able to demonstrate integrated knowledge of the central areas of one or more fields, disciplines or practices, including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice; and detailed knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices

2.Knowledge literacy

learner is able to demonstrate the awareness of how knowledge or a knowledge system develops and evolves within the area of study or operation

learner is able to demonstrate an understanding of different forms of knowledge, schools of thought and forms of explanation within an area of study, operation or practice, and awareness of knowledge production processes

learner is able to demonstrate an understanding of knowledge as contested and the ability to evaluate types of knowledge and explanations typical within the area of study or practice.

3. Method and procedure

learner is able to demonstrate the ability to select and apply standard methods, procedures or techniques within the field, discipline or practice, and to plan and manage an implementation process within a well-defined, familiar and supported environment

learner is able to demonstrate the ability to evaluate, select and apply appropriate methods, procedures or techniques in investigation or application processes within a defined context.

learner is able to demonstrate an understanding of a range of methods of enquiry in a field, discipline or practice, and their suitability to specific investigations; and the ability to select and apply a range of methods to resolve problems or introduce change within a practice.

4. Problem solving learner is able to demonstrate the ability to identify, evaluate and solve defined, routine and new problems within a familiar context, and to apply solutions based on relevant evidence and procedures or other forms of explanation appropriate to the field, discipline or practice, demonstrating an understanding of the consequences

learner is able to demonstrate the ability to identify, analyse and solve problems in unfamiliar contexts, gathering evidence and applying solutions based on evidence and procedures appropriate to the field, discipline or practice

learner is able to demonstrate the ability to identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.

UNISA SLP analysis and alignment to national competency framework for Explosives Managers

ANALYSIS UNISA EXP SLPs COVERAGE OF DOL/NIXT INDUSTRY COMPETENCY MATRIX

RSA EXPLOSIVES MANAGER: COMPETENCY AREAS FOR DOL CERTIFICATION

The Future: Moving towards an integrated and seamless ETD pathway for national and

international SLPs and post-school Qualifications

• 2017/18: SLP Quality assurance regime according to CHE’s “A Good Practice Guide for the Quality Management of Short Courses Offered Outside of the Higher Education Qualifications Sub-Framework”

• Pursuit of life-long learning path for Explosives workers ito national and international industry collaboration (e.g. training map)

UNISA COLLEGE OF ECONOMIC AND MANAGEMENT SCIENCES: ARTICULATION ARRANGEMENTS FOR VOCATIONAL QUALIFICATIONS PHASING OUT

(submission for Senate 2018)

NATIONAL DIPLOMAS Teach out

Period

Qualification Articulation options for

Incomplete qualification

Articulation options for

Completed qualification

2016-2019 NDEXP

N Dip Explosives

Management

Students who do not complete this qualification by

the final date may articulate to the Diploma in

Explosives Management provided that the relevant

admission requirements are met.

The number of modules that may be transferred, will

be determined by the equivalence of modules in the

Diploma curriculum and the individual academic

records.

Students may apply to register for the Hons BCom Business

Management degree, but will be required to first complete:

ECS1601 Economics IB

FAC1602 Elementary Financial Accounting and Reporting

MNG3701 Strategic planning IIIA

MNG3702 Strategic Implementation IIIB

The generic admission requirement of 60% average mark for

the third level modules of the National Diploma, will apply

B TECH DEGREES 2012 - 2020 BTEXP

B Tech

Explosives

Management

Students who do not complete this qualification by

the final date may articulate into the Advanced

Diploma in Explosives Management (once available)

The number of modules that may be transferred will

be determined based on individual academic records

and the equivalence of modules.

Students may apply to register for the MCom in Business

Management, but will be required to first complete:

MNG4801 Strategic Management,

HMEMS80 Research Methodology (or equivalent)

HRBUS83 Research Project in Business Management

The generic admission requirement of 60% average mark of all

B Tech modules will apply

The Future: SA Explosives Qualification

& Training Map (Post HEQSF 2013)

1. SAQA / CHE accredited undergraduate qualifications N Dip & B Tech Explosives Management (phasing out) Unisa HEQSF compliant replacements: Dip. Explosives Management & Advanced Dip. Explosives Management Explosives modules in mining engineering qualifications (e.g. UP, Unisa) 2. SAQA / CHE accredited post-graduate qualifications MSc Explosives Engineering (provider: NWU) [proposed PG Dip Explosives Engineering under consideration NWU] 3. SLPs in Explosives Management credit-bearing in accredited national explosives qualifications (Unisa CBS)

4. SLPs in Explosives field non credit-bearing in explosives qualifications (e.g. NWU) DoL/Industry functional knowledge/competency matrix to facilitate articulation 5. Vocational training & SLPs in non-HE band (various providers and employer in-house training programmes, also international online/bespoke providers e.g Safex, ISEE, Cranfield, HSQ, Orica etc.)

The Future: SA Explosives Qualification & Training Map (Post HEQSF 2013

Details of options

South Africa

The Future: SA Explosives Qualification & Training Map (Post HEQSF 2013

Details of options

The Future: SA Explosives Qualification & Training Map (Post HEQSF 2013

Details of options

The Future: SA Explosives Qualification & Training Map (Post HEQSF 2013

Details of options

The Future: SA Explosives Qualification & Training Map (Post HEQSF 2013

Details of options

The Future: RSA Non-Higher Education articulation and pathways?

SETA Skills Plan for Explosives Subsector

Chieta 2014 Explosives sub sector skills plan (embedded)

1

CHAMBER: EXPLOSIVES AND FERTILISERS

SUBSECTOR: EXPLOSIVES

MARCH 2014

The key activities in the explosives industry identified by CHIETA

• designing of explosives

• manufacturing of explosive materials,

• specialised transportation required to distribute the products

• execution of operations requiring explosives

• Supporting activities include the management and administration of the manufacture, storage, distribution and use of explosive materials

• (Significance for ETD providers:

identified skills needs for subsector)

Teaching and Learning in Explosives

Management at Unisa

• Guiding principles for explosives teaching and learning

– Lifelong Learning

– Life-Wide Learning

‘Official’ definition

"Lifelong learning" means learning that takes place in all contexts in life from a life-wide ,life-deep and lifelong perspective. It includes learning behaviours and obtaining knowledge, understanding, attitudes, values and competencies for personal growth, social and economic well-being, democratic citizenship, cultural identity and employability. Source: SAQA 2014 ‘National Policy and Criteria for Designing and implementing Assessment for NQF Qualifications and Part-Qualifications and Professional Designations in South Africa’ Government Gazette No 38246 28 November 2014

Lifelong Learning

• Lifelong and life-wide learning refers to just-in-time and just-for-you learning which people can seek when they need it.

• Lifelong learning is not restricted to a certain period of one’s life, but can happen any time and anywhere.

• It is a continuous process.

Short Learning Programmes

Formal Qualifications

Explosives Teaching and Learning at Unisa

• Formal National Qualifications

• Short Learning Programmes

• CBS pedagogy as per SAQA ‘speak’:

"Blended learning'' means learning and assessment based on a variety of modes, types, sites, outputs, contexts, platforms and other aspects including contact and technology-mediated learning. Government Gazette No 38246 28 November 2014 p.4

Formal National Qualifications

• National Diploma in Explosives Management – NQF Level: 6

– Credits: 360

• B Tech in Explosives Management – NQF Level: 7

– Credits: 120

• One credit = 10 notional study hours

Life-Wide Learning Life-Wide learning refers to a combination or blend of events such as:

Coaching by a line manager;

Engagement in work teams;

Panel discussions;

Participating in online chats groups;

Work shadowing; and

Observing role models

Key Skills Formal Qualification

Diploma in Explosives Management B Tech in Explosives Management (Advanced Diploma EXP)

• Explosives Subjects (Technical/Functional Skills) – Explosives – Quality – Health and Safety – Legislation

• Management Subjects (Transferable Skills) – Computing – Language – Financial – Management – Business Management – HRM – Economics – Ethics

Short Learning Programmes Structure

• Undergraduate Level – Short Course

• NQF Level: 5/6/7

• 12 credits

– Course • NQF Level: 5/6/7

• 24 -36 credits

– Programme • NQF Level: 5/6/7

• 48 - 108 credits

Unisa Short Learning Programmes

– Short Course

• Short Course in Refresher Training for Explosives Workers – NQF Level: 6

– 12 credits

– Course

• Course in Explosive Product Assurance

• NQF Level: 6

• 36 credits

Programmes – Programme in the Introduction to Explosives*

• NQF Level: 5 • 48 credits

– Programme in Primary and Secondary Explosives* • NQF Level: 6 • 96 credits

– Programme in Commercial Explosives, and Explosives Legislation* • NQF Level: 6 • 96 credits

– Programme in Explosives Test and Evaluation* • NQF Level: 7 • 96 credits

– Programme in Control of Explosives and Activities • NQF Level: 5 • 60 credits hyperlink click for CBS 2015 flyer.pdf

Transferable Credits

* Indicate transferable credits from short learning programmes to formal qualifications.

• SLP Credits transferable Subject in to subjects in formal formal Qualifications Qualification Module 1 Module 2 Explosives I Module 3 Module 4