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:

Devise strategies for the maintenance of a healthy lifestyle

SAQA US ID	UNIT STANDARD TITLE
13156	Devise strategies for the maintenance of a healthy lifestyle
ORIGINATOR
SGB Transport and Logistics Operations
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 11 - Services			Transport, Operations and Logistics
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 3	NQF Level 03	4
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2006-09-05	2009-02-18	SAQA 0160/05
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 unit standard is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
262449	Devise strategies for the maintenance of a healthy lifestyle	Level 3	NQF Level 03	4

PURPOSE OF THE UNIT STANDARD

A learner will be able to assess effects of their lifestyle, work schedules and working environment on their health and safety and implement affective strategies to reduce/control potential ill effects.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Literacy: NQF level 1/ABET iv/GETC/RPL equivalent
Numeracy: NQF level 1/ABET iv/GETC/RPL equivalent

UNIT STANDARD RANGE

The level asigned to this unit standard is appropriate because strategies must be devised for:
3 cycle shifts
4 cycle shifts
rotating shifts
irregular shifts
continental shifts (Shift pattern is followed but not in a sequential order)

This unit standard is applicable to:
employees who work shifts/irregular hours
various work schedules/environments

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe and explain the physiological effects of shift work.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The effects of shift work are described and explained.

ASSESSMENT CRITERION 2

2. An effective lifestyle strategy to deal with various shift patterns. (3 cycle , 4 cycle) inclusive of sleep patters, diet, exercise is devised.

ASSESSMENT CRITERION 3

3. The dangers to themselves and co-workers or the public at large if they are not mentally and physically fit in accordance with basic health care principles before they comence duty are explained.

ASSESSMENT CRITERION 4

4. The dangers of substance abuse to their health and safety and the public at large as well a fellow employees are explained.

SPECIFIC OUTCOME 2

Describe and explain the psychological effects of shift work.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The psychological effects of shift work are described and explained.

ASSESSMENT CRITERION 2

2. The psychological of work schedules/environment is described and explained.

ASSESSMENT CRITERION 3

3. An effective strategy to alleviate potential ill effects is devised.

SPECIFIC OUTCOME 3

Describe and explain the social effects of shift work.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The social effects of shift work is described and explained.

ASSESSMENT CRITERION 2

2. The social effects of work schedules/environment is described and explained.

ASSESSMENT CRITERION 3

3. An effective strategy to alleviate potential ill effects is devised.

SPECIFIC OUTCOME 4

Describe and explain the ergonomic factors that can impact on the working environment.

OUTCOME NOTES

Describe and explain the ergonomic factors that can impact on the working environment within the rail industry.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The effects of poor ergonomics in the work environment are described and explained.

ASSESSMENT CRITERION 2

2. How poor ergonomics will impact on the health and safety of the individual/work team are described and explained.

ASSESSMENT CRITERION 3

3. An effective strategy to reduce/control fatigue/stress due to ergonomic factors is devised.

ASSESSMENT CRITERION 4

4. The dangers of substance abuse to their health and safety and the public at large as well a fellow employees are explained.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Written tests/case studies.
2. Oral/on-the-job.
3. In situ (on-the-job) observations.
4. Simulation.
5. Role-play/structured classroom discussions and oral tests.

These methods must be carefully selected based on the purpose of the assessment (for example, the written method could be used to assess knowledge or on-the-job demonstration for practical competence).

The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can understand and explain

1. Basic health care principles related to mental and physical health.
2. Basic rules related to good dietary principles.
3. Ergonomic rinciples related to control systems layout/tool design.
4. Classes of control drugs and their effect on the body.
5. Basic effects on the body of narcotics and intoxicating liquors/substances.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving and information evaluation
Learners have acquired the generic ability to identify and assess the effects created by their lifestyle, work schedules on their health and safety and to devise effective strategies to reduce/control potential ill effects.
Learners have acquired the generic ability to assess their lifestyle, work schedules, working environment and to identify the factors that could be detrimental to their health and safety.

UNIT STANDARD CCFO ORGANISING

Self organisation and - management
Learner has acquired the generic ability to assess factors that are detrimental to their health and safety and to devise a lifestyle to negate the detrimental effects.

UNIT STANDARD CCFO COLLECTING

Information
Learner has acquired the generic ability to assess and evaluate information related to their work schedules, ergonomic environment in order to contribute to a safer environment.

UNIT STANDARD CCFO DEMONSTRATING

Inter relatedness of systems
Learners have acquired the generic ability to evaluate the working environment in a holistic manner to identify problem areas related to human dynamics within society and the working environment.

UNIT STANDARD CCFO CONTRIBUTING

Learner and Societal development
Learners have acquired the generic ability to understand the relationship of human dynamics in a social and working environment and how both can impact on the health and safety of persons/employers/public at large (society).

UNIT STANDARD NOTES

This unit standard will be replaced by unit standard 264380, which is "Devise strategies for the maintenance of a healthy lifestyle", Level 3, 4 credits, as soon as 264380 is registered.

This unit standard has been replaced by unit standard 262449, which is "Devise strategies for the maintenance of a healthy lifestyle", Level 3, 4 credits.

THE FOLLOWING TOOLS MAY BE USED TO SUPPLEMENT THE ABOVE MINIMUM ASSESSMENT METHODS:

Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:
1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner.
2. Relevant certificates or awards.
3. Previous assessment records.
4. Journal (Logbook).

ASSESSMENT MECHANISMS

1. An individual wishing to be assessed against this unit standard may apply to an assessment agency, assessor or provider institution that has been accredited by the relevant ETQA.
2. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
3. Any institution offering learning that will enable achievement of this unit standard must be registered and accredited as a provider with the relevant ETQA.
4. Moderation of assessment will be done by the relevant ETQA as prescribed.

VALUES

In addition the following values should be demonstrated:
Self respect
Honesty
Self discipline

SUPPLEMENTARY INFORMATION

Ergonomics: refers to workplace design and how it inter relates with human dynamics
Psychological: refers to the mental stresses related to irregular work patterns
Physiological: refers to physical stresses related to irregular work patterns
Working environment: refers to the natural elements and artificial elements contained in the working environment (physical design, processes, temperatures, heat and humidity
Strategy: refers to an individual lifestyle plan to negate the negative effects of work schedules, work patterns, working environment

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	60249	National Certificate: Primary Response in Emergencies	Level 3	NQF Level 03	Passed the End Date - Status was "Registered"	2010-06-02	HW SETA
Core	49553	Further Education and Training Certificate: Pipeline Operations	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2016-12-31	TETA
Fundamental	23893	National Certificate: Rail Operations (Functional Yard Operations)	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2009-06-17	Was TETA until Last Date for Achievement

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.	School of Rail Wentworth