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 knowledge of electrical safe working practices 
SAQA US ID UNIT STANDARD TITLE
115234  Demonstrate knowledge of electrical safe working practices 
ORIGINATOR
SGB Aircraft Maintenance and Overhaul 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Manufacturing and Assembly 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02  2 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 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 employed in, or seeking employment in the aerospace industry who are required to maintain aircraft.

This unit standard is designed to meet the requirements of first-time instruction in safe working practices for electricians as required by the relevant national laws. It does not cover safety practices in specialist areas such as work on overhead power lines, high voltage systems, or works as defined in the relevant Act.

People credited with this unit standard are able to:
  • Demonstrate knowledge of the general principles and precautions relating to working safely in the electrical industry.
  • Demonstrate knowledge of safety clothing and safety equipment as used in the electrical industry.
  • Demonstrate knowledge of the safe use of tools and equipment in the electrical industry.
  • Demonstrate knowledge of electrical hazards and safety precautions.
  • Demonstrate knowledge of procedures in relation to fires in electrical equipment.
  • Demonstrate knowledge of reporting electrical accidents.
  • Demonstrate knowledge of the safety tag system. 
    		•

    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:
  • Communications and Mathematical literacy at Level 2, or equivalent competence. 
    		•

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole unit standard:
  • this unit standard has been designed for learning and assessment off-job.
  • To meet the requirements of the ETQA, training and assessment against this unit standard must be in accordance with guidelines issued by the (SETA).

    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 general principles and precautions relating to working safely. 
    OUTCOME NOTES 
    Demonstrate knowledge of the general principles and precautions relating to working safely in the electrical industry. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The responsibilities of the individual in relation to personal safety and the safety of others are identified and described in accordance with current legislation and site policies. 

    ASSESSMENT CRITERION 2 
    The warning and reporting procedures of unsafe situations in the workplace are explained in line with site regulations. 

    ASSESSMENT CRITERION 3 
    The need for all electrical work to be performed by competent personnel in accordance with legislation, regulations, codes of practice, and standards is identified in relation to current policies and legislation. 

    ASSESSMENT CRITERION 4 
    The importance of the planning of all work, and of communicating clearly with others is explained. 

    ASSESSMENT CRITERION 5 
    Situations in which a second competent person must be present are identified. 

    SPECIFIC OUTCOME 2 
    Demonstrate knowledge of safety clothing and safety equipment as used in the electrical industry. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Items of safety clothing and safety equipment are identified, and reasons given as to why and under what circumstances each item is to be used. 
    ASSESSMENT CRITERION RANGE 
    Items may include: overalls, undergarments, shoes, eye protection, safety helmets, rubber gloves, rubber mats, safety belts.
     

    ASSESSMENT CRITERION 2 
    The danger of wearing metallic items while working on or near live equipment or conductors is explained in terms of personal and or team safety. 

    SPECIFIC OUTCOME 3 
    Demonstrate knowledge of the safe use of tools and equipment in the electrical industry. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The practices relating to the safe use of tools are stated in accordance with site policy. 

    ASSESSMENT CRITERION 2 
    The practices relating to the safe use of measuring and test instruments are stated. 

    ASSESSMENT CRITERION 3 
    The need to check currency of test certification of certain equipment is explained in relation to personal safety and test validity. 

    ASSESSMENT CRITERION 4 
    The principles relating to the safe use of ladders are explained in terms of personal safety. 

    SPECIFIC OUTCOME 4 
    Demonstrate knowledge of electrical hazards and safety precautions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The nature of electric shock is explained in terms of how it may arise, its physiological effect, and the effects of different voltage and current. 

    ASSESSMENT CRITERION 2 
    The hazards of short circuits and uncontrolled fault currents are explained in relation to safety of personnel and/or equipment. 

    ASSESSMENT CRITERION 3 
    The safety precautions and procedures for the prevention of electric shock are stated and match site procedures and accepted best practice. 

    SPECIFIC OUTCOME 5 
    Demonstrate knowledge of procedures in relation to fires in electrical equipment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The importance of following site evacuation and fire fighting procedures is explained in terms of minimising injury and/or damage to property. 

    ASSESSMENT CRITERION 2 
    The importance of disconnecting the power supply to burning equipment is explained in terms of its impact on the fire and damage limitation. 

    ASSESSMENT CRITERION 3 
    The danger of toxic gases given off by fires in electrical equipment is identified, and the manner of dealing with such is stated. 

    ASSESSMENT CRITERION 4 
    Fire extinguishers suitable for use on electrical equipment are identified and distinguished from those not suitable for use. 

    SPECIFIC OUTCOME 6 
    Demonstrate knowledge of reporting of electrical accidents. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The types of electrical accidents which must be reported are stated in accordance with current regulations. 

    ASSESSMENT CRITERION 2 
    The procedures and details of reporting electrical accidents are stated in accordance with current regulations. 

    SPECIFIC OUTCOME 7 
    Demonstrate knowledge of the safety tag system. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The types of tags are stated. 
    ASSESSMENT CRITERION RANGE 
    Types of tags may include: danger, warning, beware, and caution tags; out-of-service tags; hold cards; in-house tags used for the same effects.
     

    ASSESSMENT CRITERION 2 
    Procedures for the placement and removal of tags are explained in accordance with industry practice and site policy. 

    ASSESSMENT CRITERION 3 
    A tag system for use in a multi-trade environment is described in terms of its application and key features. 


    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. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. 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 hazardous conditions, assess and take appropriate action. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • Note: The ability and willingness of the candidate to accept and interpret work instructions correctly and to request assistance with making safe in an appropriate manner as a team member. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Note: The preparation for making safe, the candidate must indicate what tools and personnel protective equipment is required and communicate to fellow workers his/her intentions. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: The ability of the candidate to reconcile the information from the visual examination 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 sub-standard conditions will indicate his/her proficiency in effective communication. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically 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 hazard conditions. The effect of non-compliance and deviation from electrical procedures will indicate his/her proficiency in understanding that a specific action or decision taken has more than one effect. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    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 can 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: appropriateness, fairness, manageability, integration into work or learning, validity, directness, authenticity, sufficiency, systematicity, openness and consistency. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49773   National Certificate: Construction and Maintenance of Overhead Track Equipment  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  TETA 
    Core  59569   National Certificate: Electronics  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Core  48861   National Certificate: Aircraft Maintenance and Overhaul  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered"     		 2016-12-31  TETA 


    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.
     
    1. ATTI (Advanced Technonogy Training Institute) 
    2. Columbus Consulting Pty Ltd 
    3. Gert Sibande FET College 
    4. K Boneng Consulting Services P 
    5. Palesa Rail Academy 
    6. Paramixed Pty Ltd 
    7. Schauenburg Systems Pty Ltd 
    8. SUPREME ICT CONSULTANTS 


    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.