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 Yes

Higher Education and Training

PRACTISING PERSON FOOTPRINT

Practising person with qualification registered on the NQF No
Mandatory licensing

Discretionary licensing

Currency of competency

Date Jan 05 Version 0

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Skills Program Description

Blasting Assistant Operations in Underground Coal Mines

Registration Number:

Total Credit Value: 31

Band on the NQF FET

Field: Manufacturing Engineering and Technology

Sub-Field: 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.
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 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

Unit Standards

The following unit standards specific to Blasting Assistant Operation for underground mining
must be achieved.

Sequence SAQA SETA Unit Unit Standard Title Level Credit Credit
Registration Std Justification
Number Number (Hrs)
Work Provid
Place er
115101 OcS-F015 Address workplace
1 0 20
hazards and risks 2 4
Monitor compliance to
safety, health and
2 115091 OcS-F003 environmental 2 2 0 10
requirements in a
workplace
15335 Charge up a work
face for blasting in an
3 MnC-G 035 3 11 90 20
underground coal
mine.
110207 MnC-G 060 Demonstrate
knowledge to test and
monitor for basic
4 gases in an 1 2 70 0
underground coal
mine (Co, Co2, O2
and CH4)..

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 Sound and bar down
roof and side walls
using sounding and
5 MnC-G 004 2 4 20 10
9610 barring equipment in
an underground coal
mine
110217 Demonstrate
knowledge and ability
6 MnC-G 031 to work in an 1 8 30 50
underground coal
mine.
Total 31 210 110

Learning program

Training (notional) Period based on total credit value

31 x 10 = 310 Hours

= 310 hrs = 52 Days

6 hrs/day

NOTES

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.

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 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

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

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.

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 − 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.

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