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• A learner assessed against this qualification will have the necessary competence to participate as part of a working team, performing the agricultural processes as applicable to animal production in an established and familiar context under general supervision.
• The Learner will be able to perform directed activities and take responsibility for the guiding others at lower level within an Animal Production context.
• Competency will be gained in any of the specialized sub-fields of Animal Production as specified under Areas Of Specialization (i.e. Small stock, Large Stock, Dairy Production, Aqua Culture, etc.)
• The learner will be able to take responsible decisions within a familiar range based on a sound understanding of the basic principles of agri-business and good agricultural practices, in meeting the set objectives and targets within the broader farm plan which includes the economical application of general resources, agricultural production and technical knowledge and skills, all in an Animal Production context.
• The Learner will be able to carry out familiar procedures in a limited environment and will be able to adhere to the relevant safety, quality, hygiene and technical standards as applicable within the industry.
• In addition to the above, the learner will be well positioned to extend learning and practice into other sub-fields such as Plant Production and Mixed Farming, since such efforts will only require additional learning within the elective scope of other qualifications at this level.
• The learner will be well positioned to progress towards higher levels of Management and Technical production practices as defined by qualifications at the next level.
• Learners will be enabled to actively participate in the Primary Agricultural Sector through the production of quality agricultural products, enhancing the overall agricultural process and gain opportunities to access local, national and international agricultural markets.
• This qualification will allow qualifying learners to become economically active in farming practices that will have a direct impact on Local Economic Development through the production of food, the improvement of household food security and access to mainstream agriculture.
• Finally, Learners will be able to guide and direct others in terms of the implementation of smaller development projects within an Animal Production context.

  Rationale:

  This qualification provides learners the opportunity to gain a qualification in Animal Production. The range of typical learners that will enter this qualification will vary and includes:

• Junior farm labourers who wish to progress to the level of Labourer within farming operations in Animal Husbandry;
• Farm owners, in possession of an equivalent qualification at NQF 1;
• Learners in possession of different levels of practical experience in farming operations, which will be assessed and RPL’ed;
• Possible candidates for promotion identified by the community as leaders.
• Learners may come from both genders.

  The learner will engage in supervision and operational activities relevant to Animal Production.

  Requests and expressions of need for this qualification, coming from the broad, but also specific farming communities (Animal Husbandry) forms the basis for the development of this qualification.

  This qualification will form the basis for learners to extend their learning into more specialised areas of animal production and provides the basis of the establishment of sustainable farming operations through the inclusion of a whide spectrum of competencies required by farmers in South Africa. Whilst technical production orientated competencies are ensured, other aspects such as agri-business and good agricultural practices are included in the range of competencies required by farmers in order to enable them to strive towards agricultural management standards and practices at higher levels.

  Competent qualifying learners in this qualification will participate in the production quality agricultural products in Animal Husbandry whereby enhancing the overall agricultural process and gain opportunities to access local, national and international agricultural markets. 

Recognition of Prior Learning:

This qualification may be achieved in part or in whole through the recognition of prior learning. Credit will be given to learning, which has already been acquired, through the appropriate process of assessment.

For example:

• Learners who have acquired skills and competencies in this qualification through for instance experience in the industry will be assessed against the unit standards the qualification comprises of prior to entering learning. Credits will be allocated to those unit standards and exit level outcomes in which the learner is found competent. The outstanding unit standards will then be sequenced according to an appropriate learning programme.
• Should a new entrant into the industry wish to enter this learning programme, recognition will be given to al appropriate learning acquired through the schooling system.
• In terms of fundamental unit standards, competencies could be acquired through life experience.

  Any learner wishing to be directly assessed may arrange to do so, without attending further training or education. The assessor and learner will decide together on the most appropriate assessment route to take. 

• A minimum of 42 credits should be achieved in fundamental. All unit standards listed are compulsory.

  Core

• 71 credits should be achieved in core.

  Elective

• A minimum of 7 credits should be achieved in Elective, depending on the context of application of the unit standards. 

• Fundamental Competencies
• Agri-business
• Good Agricultural Practices
• Animal Production
• Plant Production (This component has been included to ensure that Learners at this level is exposed to a small component of plant production)

  Fundamental Competencies:

  1. Apply various communication skills within the agricultural environment.
  2. Apply mathematical calculations within the agricultural environment.
  3. Collect and collate agricultural data and recognize and report on deviations
  4. Explain basic functions of the environment by recognising patterns and processes, knowing local resources and basic sustainable agricultural processes using environmental indicators.

  Agri-business:

  5. Apply basic skills in record keeping, storage, contaminant management and associated legislation when controlling input and stock.
  6. Set goals and objectives related to production / conversion systems within an agricultural business.
  7. Apply knowledge of the marketing principles within agriculture for a specific product or service.
  8. Define and illustrate the gross margin statement, income statement, balance sheet and cash flow budget as well as the different cost aspects that one can find in a business.
  9. Describe and understand the principles of Human Resources Management as applied.
  10. Explain the principles and factors influencing agricultural enterprise selection and production.

  Good Agricultural Practices:

  11. Monitor and support the implementation of food safety and quality, production, environmental and social practices and awareness within the agricultural supply chain.
  12. Demonstrate an understanding of the importance of water quality to agriculture and to monitor and maintain water quality using established procedures.
  13. Apply basic practices to conserve the environment, including natural resources.
  14. Select basic equipment and implements that are appropriate to a combination of activities within a single agricultural process.
  15. Carry out basic physical farm layout tasks including construction of rainwater harvesting and soil conservation structures in a small farm or garden environment

  Animal Production:

  16. Evaluate animals externally with respect to their internal and external anatomical systems and morphology.
  17. Explain the basic concepts used in animal nutrition, maintaining, preserving, modifying and enhancing the nutrient value of animal feeds and follow correct on-farm feeding practices.
  18. Identify and monitor breeding behaviour, and pre and post-partum behaviour of farm animals.
  19. Harvest animal products, prepare them for processing and identify processes involved in processing of animal products.
  20. Identify, record and report on abnormal animal behaviour and physical abnormalities, supervise the movement and restraint of animals and apply treatment and perform basic procedures.

  Plant Production:

  21. Produce crop whilst demonstrating an understanding of the physical and biological environment and its relationship to sustainable production. 

1.

• Oral reports are made or data is entered on pre-printed forms or screens.
• Instructions (including challenging, inappropriate or incorrect instructions) are received, evaluated, clarified and acted on.
• Workplace language, e.g. special purpose gestures and terminology to describe conditions, events, problems and actions is used.
• Meetings (describe conditions, state own opinions) are participated in.
• Information is collected from a variety of sources by recognising / reading / and/or using sensory cues.
• Information (collected from instruments, gauges, outputs, incidents, operations) is organised, summarised and responded to.
• Conditions or states are determined by measuring (i.e. temperature, size, mass, colour).

  2.

• Numbers are used to count and measure.
• A calculator is used to add, subtract, divide or multiply.
• Simple fractions and decimals are read and written.
• Simple rations / percentages are applied as part of an instruction.
• Proper use is made of number sequence, i.e. batch numbers.
• Shapes are recognised.
• Money is calculated in Rands and cents (related to pay, deductions, price, etc.)
• Business related application are applied.
• Underpinning natural science principles are applied.

  3.

• Collected agricultural data is collated and recorded correctly and accurately.
• Data is current and available when needed.
• Methods of collating data are explained.
• Health and safety measures are adhered to.

  4.

• Basic environmental patterns and processes are related to sustainable use of agricultural land.
• Limitations of natural resources within the agricultural environment are recognized.
• Principles of sustainable agriculture are applied.
• Measures to prevent environmental degradation indicators are implemented.

  Agri-business:

  5.

• Storage space is prepared to receive stock through cleaning and disinfecting, identification of appropriate space for storage and prevention of contamination (direct and cross contamination).
• Accurate records are kept by applying basic inventory taking, issuing and receiving of stock, identification of re-order level, reporting on stock levels and re-order prompting skills.
• Legal issues regarding contracts, penalties and obligations as pertaining to input supply is explained.
• Safety regulations are applied.

  6.

• The concept of optimal usage of resources and optimisation of outputs are explained.
• Tasks are appropriately scheduled.
• Human resources in terms of skills required, number of labourers required to execute tasks are identified.
• Goals and objectives related to systems within an agricultural business are set.

  7.

• The value of marketing research is explained.
• The marketing mix (product, promotion, place, price and people) to a selected enterprise is applied.
• Limited and shared responsibility for the marketing budget is taken.
• The importance of effective distribution channels is explained.

  8.

• Direct and indirect costs, as well as fixed and variable costs are explained.
• An income statement, the balance sheet and a cash-flow budget and statement are explained.
• Complete a template, showing and calculating the above financial calculations.

  9.

• Human resources philosophy, policies, rules, procedures and disciplinary environment applicable at farm level are explained.
• Employment rights and responsibilities are explained.
• Contracts and agreements are explained and interpreted.

  10.

• Natural resources, infrastructural requirements and stock for the selection of a sustainable enterprise are recognized and described.
• Production cycles are recognised and described.
• Harvesting and post-harvesting practices are described.

  Good Agricultural Practices:

  11.

• Non-conformances and deviations on food safety, quality and the environment practices are distinguish and reported on.
• Risk factors in food safety and quality are identified and explained.
• The importance of a systematic filing system for records in accordance with GAP (good agricultural practices) and GMP (good manufacturing practices) principles are explained.

  12.

• Basic water quality tests and analyses are performed and monitored.
• Maintenance tasks on certain operational technical systems related to water quality are performed.
• The importance of water quality to agriculture is explained.

  13.

• The principles of natural resource management are explained.
• Invasive alien plant species and noxious weeds are eradicated.
• On farm fire breaks and/or fire guards are established.
• Eroded areas and potential soil erosion are identified and control measures are suggested.
• The impact of the local climate and micro-climate is explained.
• Harmful and useful fauna and flora and their purpose and/or effect on the farm is explained.

  14.

• Appropriate tools, implements and/or equipment, to use in a specified combination of activities within a single agricultural process are selected from a limited range.
• Malfunctioning tools and equipment are identified and minor repairs are performed.
• Safety measures in the use of agricultural equipment and implements are explained and adhered to.

  15.

• Veld, planted pasture and arable land are recognized.
• Soil physical characteristics are related to land capability.
• A swale (level contour bund), using a simple water level is constructed.
• Swales and soil erosion prevention structures are maintained.

  Animal Production:

  16.

• The composition and structure of the external divisions or parts of animals and identify and evaluate gross abnormalities and their probable causes therein are identified and explained.
• The basic composition and structures of further anatomical systems are identified and named.
• The life cycles of the specific animal are described.

  17.

• Basic nutrient groups and functions and feed ingredients and groups are explained.
• Correct on-farm storage procedures are applied to maintain feed quality.
• Feed processing procedures are applied correctly.
• Appropriate feed type and quantity are selected and provided to animals.
• Abnormal feeding behaviour is reported.

  18.

• Standing oestrus of female breeding animals and libido of the male breeding animal are observed and identified.
• Signs of giving birth are identified.
• Abnormal behaviour of breeding animals during the birth process is reported.
• Post-partum behaviour of breeding animals is monitored.

  19.

• The estimated qualitative and quantitative value of various animal products isidentified.
• Observations regarding the readiness of animal products for harvesting are report on.
• Core animal product and waste are separated.
• Correct harvesting techniques are applied.
• Animal products are processed for preservation or presentation.

  20.

• Abnormal behaviour is identified, inspected and recorded.
• The movement and restraint of animals are supervised.
• Basic procedures are performed.
• Basic principles of basic Bio-Security are applied.

  NOTE: Assessment should be specific to the area of operation (i.e. Either large livestock, small livestock, pigs, poultry, etc.)

  Plant Production:

  21.

• Soil as a factor in crop production is explained.
• Climatic factors influencing crop production and their practical implications are identified and described.
• The importance of water as a factor in crop production.
• The influence of topography on crop production is identified, described and explained.
• Biological organisms as a factor influencing crop production is identified, described and explained.
• The effects of crop production practices on the sustainability of the environment are observed and assessed.

  Integrated Assessment:

  Integrated assessment at the level of the qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is relevant 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 varies according to the type and level of qualification.

  A broad range of task-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.

  Generic nature of the unit standards and the context of assessment:

  Because of the diverse nature of the primary agricultural sector, a generic approach to developing the unit standards has been adopted. This resulted in generic unit standards which should be contextualised within a specific area of operation, a specific agricultural commodity or specific agricultural system. Assessment therefore, should not be divorced from the context of application. All assessment tools, such as guides as well as the interpretation of unit standards and specifically range statements, should be contextualised within a specific agricultural commodity and/or system. 

This qualification and associated unit standards have been evaluated against comparable qualifications and unit standards of the following Qualifications Authorities:

• Australian AQF
• New Zealand NQF, and
• British NVQ’s.

  During this comparison the following was found:

  Australian AQF: This qualification is comparable to an AQF Certificate II in Agriculture (General cross-sector qualification) in an animal production context. Packaging of the AQF qualification reflects the need for sector specific content of a qualification to remain flexible, a quality that has also been captured in this qualification. The AQF qualification requires the inclusion of Units of Competency, similar to the unit standards reflected in the South African qualification. It should however be noted that the qualification of the AQF contains considerably more Elective type Units of Competency since these units have been developed for specific sub-fields. In the case of this qualification a more generic approach have been followed, allowing contexualisation of fewer unit standards across a wide range of sub-fields. It could be concluded that there are numerous similarities between the Units of Competency and the Unit Standards reflected in the SA qualification covering similar sub-fields.

  New Zealand NQF: This qualification is comparable to a NZNQF National Certificate in Agriculture (Level 2) in an animal production context. It should be noted that the NZQF qualification has been developed for a specific sub-field of specialization whilst a more generic approach is taken in this qualification allowing for contexualisation of the qualification across a wider range of sub-fields. In the NZQF qualification focus is given to local conditions, practices and approaches to agriculture whilst this qualification focuses on agriculture within a South African context.

  British NVQ: The level of this qualification is too low to be compared with any Agricultural Qualification of the NVQ since levels of literacy and learning assumed to be in place is considerably higher than in South Africa.

  Furthermore, input to the development of this qualification has been compared against international standards and qualifications and is evidenced in the following:

• Qualifications and competency units as defined by the New South Wales Department of Education and Training.
• The wide and narrow consultative process as well as the contributions made by role players from Universities and Technicons whom have a specific requirement for internationally comparable qualifications. 

Furthermore, the learner will be able to progress horizontally to the following qualifications:

• National Certificate in Plant Production, NQF 2;
• National Certificate in Mixed Farming Systems, NQF 2.

  This qualification allows access to the agricultural sector (refer to the SGB’s brief and matrix) and gives access to the relevant agricultural qualification at NQF 3, namenly:

• National Certificate in Animal Production, NQF 3.

  In terms of competencies, the learner will progress from farming operation skills to basic managerial skills to managerial skills. The scope of practice will also increase.

  The learner will be able to articulate with other occupations within the agricultural pharmaceutical operations such as laboratory assistant, assistance in the marketing and selling of agricultural pharmaceutical products and fertilisers. The learner will also be able to move to the secondary agricultural field. 

• Anyone assessing a learner against this qualification must be registered as an assessor with the relevant ETQA.
• Any institution offering learning that will enable achievement of this qualification, or assessment against this qualification must be accredited as a provider with the relevant ETQA.
• Moderation of assessment will be overseen by the relevant ETQA according to agreed ETQA procedures.

  Therefore anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. 

• A minimum of 2 (two) years’ practical experience in animal production practices relevant to an area of specialisation mentioned below;
• Practical experience in the specific agricultural commodity (which might include the list of “Areas of Specialisation” mentioned below or a specific commodity such as abelone, fish, ostriches, etc.) and/or system such as permaculture, organic production, etc.
• Technical competence in animal production practices at, at least one NQF level above the assessee. 

• Small stock production,
• Large stock production,
• Dairy production,
• Pig production,
• Poultry production,
• Game,
• Aqua / mari culture,
• Commercial insects
• Animal fibres harvesting,
• Bee keeping,
• Natural resources harvesting
• Organic production,
• Perma-culture production,
• Etc.