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This qualification is intended for persons who are working at a supervisory level, or intending to work in supervisory level within the emergency services.
The qualification recognises the competencies of people who have the responsibility of performing management and supervisory functions relating to emergency services in the context of fire and rescue including risk and hazard identification at operational incidents.

It will enable learners to take charge in incidents in the workplace in order to make tactical spontaneous decisions. Learners will be provided with competencies to lower risks and mitigate negative circumstances thus increasing safety for the individual and the broader community. Learners completing this qualification will be able to conduct basic fire safety inspections, risk assessment fire investigations, and pre-incident planning using applicable legislation and evaluate safety plans. This qualification can further employment and/or advancement to a supervisory position in the fire and rescue operations environment and provides learners with knowledge and skills in meeting a range of emergency, fire and rescue needs. The qualifying learner will be able to supervise and coordinate the effective use of resources in the workplace.

On achieving this qualification the learner will be able to:

• Respond to and supervise fire fighting, rescue and hazmat incidents.
• Apply Incident Management System at an incident.
• Apply supervisory skills in the workplace.
• Coordinate and undertake workplace fire safety activities in accordance with applicable legislation.
• Conduct reinforcement training in the workplace.
• Provide customer service in an emergency service and fire rescue context.

  Rationale:

  Emergency services in fire and rescue operations is a priority function in the country and plays an important role to ensure the safety of all citizens from fire and any disastrous situations. Currently there is no formal qualification that is targeted for persons working in the emergency and fire and rescue services at a supervisory level. This qualification is for learners who are pursuing supervisory careers within emergency services in fire and rescue operations. Amongst other things, fire fighting requires supervisors who will provide tactical and operational plans in order to perform emergency and fire safety activities by team members.

  The qualification provides underpinning knowledge and understanding required to save lives and minimise disruptions caused by fire or any emergency occurrences that will have a negative impact for the economy, infrastructure and the general environment. Learners will acquire supervisory skills to lead the emergency response team and coordinate fire and rescue operations including risk and hazard identification at operational incidents.

  This qualification will contribute to the economy of South Africa in that it will create job opportunities for those individuals who are working in, or intending to work in, the emergency response and fire and rescue services sector.

• Communication at NQF Level 4.
• Mathematical Literacy at NQF Level 4.

  Recognition of Prior Learning:

  This Qualification and the entire fundamental, core and elective Unit Standards associated with it can be achieved by any learner through the recognition of prior learning, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. Learner and assessor will jointly decide on methods to determine prior learning and competence in the knowledge, skills, values and attitudes implicit in the qualification and the associated unit standards.

  This Recognition of Prior Learning may allow for:

• Gaining of credits for unit standards in this qualification.
• Obtaining this qualification in whole.

  All Recognition of Prior Learning is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

  Access to the Qualification:

  There is an open access to this qualification for learners who have successfully completed the Further Education and Training Certificate: Fire and Rescue Operations, NQF Level 4.

  Learners will find it difficult to achieve this qualification if they do not meet the industry norms and standards for physical fitness.

All the unit standards in the fundamental component to the value of 16 credits are compulsory.

Core:

All the unit standards in the core component to the value of 86 credits are compulsory.

Electives:

Learners must choose a minimum of 28 credits from the elective component in order to complete the qualification requirements.

2. Apply an Incident Management System at an incident.

3. Apply supervisory skills in the workplace.

4. Coordinate and undertake basic workplace fire safety activities in accordance with applicable legislation.
Range: Fire safety activities include but are not limited to inspections, risk survey, fire investigation and pre-incident planning.
Range: Applicable legislation refers to but is not limited to Occupational Health and Safety Act, Fire Brigade Services Act, Labour Relations, Basic Conditions of Employment Act.

5. Conduct reinforcement training in the workplace.

6. Provide customer service in an emergency service and fire rescue context.

Critical Cross-Field Outcomes:

Unit Standard CCFO Problem-Solving:

• Identifying and solving problems associated with hazardous materials that threaten the public, the environment and property, fire related incidents as well as incidents involving rescue of victims by applying responsible decision-making and creative thinking.

  Unit Standard CCFO Working Effectively in a Team:

• Working and supervising the emergency response team by applying supervisory skills and sciences (as applicable) and to effectively liaise with other role-players and stakeholders to deal with fire, rescue and hazardous materials incidents in taking into consideration the applicable legislation, policies and regulatory frameworks.

  Unit Standard CCFO Organizing and Managing:

• Organising and managing oneself and one’s activities responsibly and effectively by recognising the need and implementation of reinforcement training to ensure that industry standards and practices are maintained as well as to conduct workplace fire safety activities.

  Unit Standard CCFO Communicating:

• Communicating effectively using appropriate skills, language and supportive tools in order to disseminate relevant information to the team in accordance with the plan as well as all role players and/or customers to enable them to effectively carry out instructions.

  Unit Standard CCFO Understanding the World as a Set of Related Systems:

• Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation by e.g.:
  > Understanding that incidents involving fire and rescue operations have tremendous impact in the global system in context of social and economic relationships by impacting on the safety of the public, infrastructure and the environment.

  Unit Standard CCFO Science:

• Using science and technology effectively and critically, showing responsibility towards the environment, property and health of others in terms of response to hazardous materials incidents.

• Types of emergency incidents are described in terms of tactical and strategic requirements.
• The degree, magnitude and extent of a given incident is assessed and quantified in order to determine priorities.
• A tactical plan is devised in accordance with organisational policies and procedures.
• Emergency service appliances utilised in firefighting and rescue operations are discussed in terms of their application, functionality and purpose.
  Range: Emergency service appliances include but are not limited to pumps (portable, light, medium and heavy), aerial apparatus, off-road vehicles and special appliances.

  Assessment Criteria for Exit Level Outcome 2:

• An action plan is formulated and communicated to manage the incident.
• Resources required are identified and deployed in order to deal with the incident.
  Range: Resources include but are not limited to facilities, services, material and support to all the agencies.
• The operation is monitored to assess effectiveness of the action plan and to effect changes as necessary.
• Information relating to an incident is collated for record keeping purposes.
• A Forward Control Point to manage operations relating to an incident is established to maintain control of the incident.

  Assessment Criteria for Exit Level Outcome 3:

• Supervisory roles are identified and explained in the context of management principles.
  Range: Management principles refer to leading, organising, controlling, planning, communicating, reporting, coordinating and delegating.
• Activities are coordinated in order to guide team action in accordance with work policies and procedures.
  Range: Activities refer to but are not limited to emergency incidents and daily duties.
• Motivational principles are employed and applied to improve staff morale and productivity.
• The importance of continuous feedback is explained in terms of its role in ensuring effective and efficient execution of emergency operations.
• Organisational standard operational processes and procedures are interpreted and applied in order to achieve organisational objectives.
  Range: Organisational standards operational processes and procedures may refer to conducting disciplinary enquiries and staff development in accordance with applicable legislation.
• The importance and role of counselling in the workplace is explained for staff wellness purposes.

  Assessment Criteria for Exit Level Outcome 4:

• Potential risks are identified and analysed to inform safety related decisions.
• Inspections are conducted to ensure that organisational operational procedures are compliant with relevant legislation.
• Origins and causes of a fire related incident are analysed in order to make recommendations to minimise the reoccurrence of similar incidents.
• Workplace situations and potential emergencies are analysed to ensure compliance with applicable legislation and make recommendations for corrective action.

  Assessment Criteria for Exit Level Outcome 5:

• The significance of reinforcement training for new and existing employees in the workplace is explained within the context of skills enhancement.
• The differences between on-job and formal/structured training are identified and explained in terms of their advantages and disadvantages.
• The importance of planning and preparing for on-job training activities is explained to ensure that the desired outcomes are achieved.
• An environment is created in which the learner can be fairly assessed against the outcomes.
• Group and individual training sessions are conducted to close the skills gap and/or reinforce training in accordance with organisational norms and standards.
• Training records and documentation are collated and stored for monitoring, review and reporting purposes.

  Assessment Criteria for Exit Level Outcome 6:

• The principles and practices of customer service are explained in relation to providing a service in an emergency and fire and rescue environment.
• Information is gathered and analysed regarding customer needs in order to provide customer service.
• Possible solutions to customer queries are identified, negotiated and applied to improve customer service.

  Integrated Assessment:

  Assessment at qualification level requires a combination of assessment approaches reflecting three major forms of learning.

  This includes a common summative assessment of sample theoretical understandings explicitly stated or embedded in the core and fundamental unit standards, the practical application of this theory demonstrated though performance observed and recorded by an instructor/registered assessor, and a workplace learning experience record of some kind, i.e. logbook, workplace coach/supervisor’s witness statement and/or assessor’s records of observations of applied competence.

  Integrated assessment at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across the various bodies of knowledge and practice to achieve applied competence that is grounded 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 will vary according to factors such as the learners involved, the resources available and policies and practices of the provider.

  A broad range of functionally 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.

  As each situation is different, it will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

  In assessing for applied competence and critical cross-field outcomes as described, the assessor must design a holistic assessment focused at the competence described in the purpose statement of this qualification. Because of the nature of emergency services, demonstrations of applied competence will normally take place in simulated emergency situations. It is important that the conditions be simulated effectively in order to reproduce as far as possible a stressful context in which a clear head and quick thinking are required.

  The qualifying learner must demonstrate achievement in the following areas of applied competence:

  The learner must demonstrate an ability to consider a range of options and make decisions regarding:

• The prioritisation of their own safety and the safety of members of the public.
• Adaptive ways in which to apply their knowledge and skills depending on the situation.

  The learner must demonstrate understanding and knowledge in the relevant bodies of knowledge as listed under `Essential Embedded Knowledge:

• The assessor must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance.

  The learner must demonstrate an ability to learn from her/his actions and to adapt to changes by:

• Reflecting on own practice, and adapting and modifying it accordingly.
• Reflecting on their own patterns of learning and creating opportunities for future learning.

Many countries implement training programmes according to international codes and standards developed by National Protection Fire Association (NPFA) which is a professional fire organisation comprising specific industries to set forth widely accepted standards of care and operations for certain practices with 140 member countries. When selecting the countries in conducting international comparability, it is noted that they were chosen, firstly, because they are all members of the International Fire Service Accreditation Congress (IFSAC) and they offer training and development in the field of emergency services and fire rescues based on the NFPA standards that accredits over 100 Fire Service Providers internationally as a custodian of certification and quality assurance, basing its accreditation on NFPA standards.

The search therefore indicated that most training programmes and/or qualifications or courses offered in the USA and UK as leading countries have been found to be comparable with the South African qualification although they are based on the NFPA levels.

Comparability with USA standards:

Membership in IFSAC currently consists of more than 80 organizations, including more than 40 states, the U.S. Department of Defense and armed forces branches, the Canadian Department of Defense, several Canadian provinces, the British Fire College, the South African Fire Service Institute, and the Australian Fire Trainers Association, Saudi Arabia, Oman, Kuwait, Qatar and Iraq. This qualification is therefore developed with the input of the representative of the South African Emergency Services Institute, which is a voting member in IFSAC which is believed to be developed with the highest standards that meet international requirements.

In addition, the Confederation of Fire Protection Associations-International (CFPA-I), which is a body of leading fire protection organizations from around the world also fosters improved international fire safety codes and standards with the primary aim to reduce the global fire problem and increase life safety. The CFPA-I meets every three years at which time some of the more challenging global fire problems are debated in which South Africa is a member and has given reference to current trends in emergency fire fighting practices that also informed the development of the qualification by taking cognisance of the current trends in fire prevention and protection by means of shared experiences, research, technical know-how, and fire statistics.

It must be borne in mind also, that the qualification has been developed in the manner that is in compliance with the relevant provisions of South African National Standards (SANS 10090:2003) respectively which give reference to the seven National Fire Protection Association (NFPA) standards that are registered by the American National Standards Institute (ANSI).

This qualification has therefore been benchmarked with the following NFPA certificates:

• NFPA 472: Hazardous Materials Operations.
• NFPA 472: Hazardous Materials.
• NFPA 1001: Firefighter I.
• NFPA 1001: Firefighter II.
• NFPA 1002: Driver/Operator-Pumper.
• NFPA 1003: Airport Firefighter.
• NFPA 1041: Fire Instructor I.
• NFPA 1041: Fire Instructor II.
• NFPA 1006: Rescue Technician.
• WA State Standard (2001): AW Marine Firefighter.

  The qualification content therefore compares well with the competencies of the different NFPA levels identified, although the qualification is not position/designation specific but more comprehensive in addressing key competencies required at supervisory level for emergency services and rescue operations explicitly covered by the following core and elective unit standards:

• Analyse and supervise hazardous materials incident (Core).
• Deal with hazardous materials (Core).
• Supervise fire fighting and rescue operations (Core).
• Conduct fire safety activities (Core).
• Perform support operations at a fire incident (Core).
• Respond to and direct rescue operations in aircraft marine incident (Elective).
• Respond to aircraft fire fighting and rescue operations (Elective).
• Supervise heavy vehicle rescue operations (Elective).
• Perform swift water rescue Level 1 operations (Elective).

  Comparability with the United Kingdom:

  In the United Kingdom, Edexel Awarding Body has been accredited to provide BTEC Certificates in different sectors. BTEC Awards, Certificates and Diplomas are designed to provide focused and specialist work-related qualifications in a range of sectors. “BTEC in Emergency Fire Services in the Community”, which is offered by Edexel targeting fire fighters under the auspices of a Short Course Framework and covers a number of countries, including Hong Kong, China, Malaysia, India, Sri Lanka, to name but a few. This is the only formal qualification that could be compared with the South African qualification that has an equivalence of NQF Level 4 or 5.

  Another group of countries base their fire and rescue qualifications on the UK model such as the Scottish Fire Services College (SFSC) which provides work-related Emergency Fire Services training programmes for fire fighters such as ‘Emergency Fire Services: Operations in the Community, Level 3 (G6LY23’ respectively. The unit standards that were found to compare favourably with the South African qualification are:

• Community Safety Awareness.
• Personal and organisational development for Fire-fighters.
• Hazards and risks in operational incidents.
• Fire operations.
• Incidents involving buildings, structures and aircraft.
• Supporting the effectiveness of an operational response.

  These unit standards were found to compare well with the unit standards in the South African qualification as they address the same competencies required for fire and rescue personnel as identified in the Exit Level Outcomes of the qualification.

  Comparability with SADC countries:

  Qualifications searches have been conducted in the SADC region in Botswana, Ghana, Namibia, Angola, Swaziland and Zimbabwe through qualifications authorities and/or Fire Brigades. Unfortunately there were no qualifications found from their national qualifications framework that relate to the field except the fact that most Fire Services institutions get their Fire Officers trained either in the UK or USA.

  Comparability with other countries: New Zealand:

  In New Zealand, the Fire and Rescue Services Industry Organisation (FRSITO) is an organisation that is responsible for setting national standards to cover the skills, knowledge and experience required for fire and rescue industry, as well as moderating internal and external training provision. Their National Qualifications Framework has unit standards pegged from levels 2-6 and a number of qualifications pegged at Level 2-4 in specialist fire and rescue services. The following are the qualifications for fire and rescue services registered on the NZ NQF.

• National Certificate: Fire and Rescue Services (Urban Fire and Rescue Operations) (Level 2).
• National Certificate: Fire and Rescue Services Airport (Basic) (Level 2).
• National Certificate: Fire and Rescue Services (Urban Fire and Rescue Operations) (Level 3).
• National Certificate: Fire and Rescue Services (Urban Fire and Rescue Operations) (Level 4).
• National Certificate: Specialist Rescue (Rope Instructor) (Level 4).
• National Certificate: Fire and Rescue Services Airport (Supervisory) (Level 4).
• National Diploma: Fire and Rescue Services (Urban Fire and Rescue Operations) (Level 5).
• National Diploma: Workplace Emergency Risk Management (Building Fire and Emergency Manager) (Level 5).
• National Diploma: Fire and Rescue Services (Vegetation Fire Fighting: Management) (Level 5).

  The equivalent qualification (in terms of level and competencies) is the National Diploma in Fire and Rescue Services (Urban Fire and Rescue Operations)(Level 5). The majority of unit standards contained in this qualification compare favourably with the unit standards in the South African qualification as follows:

• Identify, control and lessen hazards in fire and rescue service operations at accident sites.
• Assess risk with respect to fire.
• Lead a petrochemical emergency response team.
• Demonstrate knowledge of aircraft for fire and rescue operations.
• Apply legislation in fire and rescue services.
• Direct rescue operations in aircraft marine incidents.
• Perform specialist rescues in confined spaces.
• Undertake structural collapse rescue as part of an urban search and rescue (USAR) operation.
• Provide initial response at rope rescue incidents.
• Apply ventilation techniques to assist fire and rescue operations.
• Exercise initial command and control at hazardous substances emergencies.
• Incorporate and evaluate legislation in standard operating procedures in fire and rescue services.
• Control incident management activities at accident scenes in fire and rescue services.
• Incorporate community risk management elements into fire and rescue services planning.
• Investigate and report on fire causes.
• Establish a workplace emergency response team.
• Conduct on-job training for adults.
• Control incident management activities at accident scenes in fire and rescue services.
• Drive fire and rescue vehicles in emergency situations.

  Conclusion in terms of international comparability:

  In conclusion, the qualifications examined compare extremely well to the South African qualification in both leading and other countries such as New Zealand taking into account the fact that some have been developed specifically for fire and rescue officers and/or firefighters already practicing in the field, whereas the South African qualification focuses on generic competencies in the core component and specialised competencies in the elective component, thus providing open access to persons who wish to enter the field and those who are already practicing in the field.

• ID 16891: National Diploma: Fire Technology, NQF Level 6.

  This qualification articulates horizontally with:

• ID 16894: National Higher Certificate: Fire Technology, NQF Level 5.

• Anyone assessing/moderating the assessment of a learner against this qualification must be registered as an assessor/moderator for this qualification by the relevant ETQA.
• Any institution offering a learning programme leading to the achievement of this qualification must be accredited as a provider by the relevant ETQA. Such accreditation will be granted only on the basis that the institution has access to relevant resources and staff with substantial disciplinary competence in the relevant field.
• Assessment and the moderation of assessment will be overseen by the relevant ETQA, according to:
  > The ETQA`s policies and guidelines.
  > Agreements reached concerning assessment and moderation between ETQAs.
  > Moderation guideline detailed below.
• Moderation must include both internal and external moderation of assessments at the exit points of the qualification.
• Providers of all programmes leading to this qualification must be accredited by the relevant ETQA. In addition, they will be eligible to request International Fire Service Accreditation Congress (IFSAC) accreditation, thus giving learners enhanced international recognition and portability. The IFSAC accreditation process in South Africa is conducted by Southern African Emergency Services Institute (SAESI) is completely independent of the ETQA and is optional.

• An individual wishing to be assessed against the unit standard (including through RPL) may apply to an assessment agency, assessor or provider institution accredited by the relevant Education and Training Quality Assurance body (ETQA), or one with an appropriate memorandum of understanding (MOU) with the relevant ETQA.
• Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA, or one with an appropriate MOU with the relevant ETQA.
• Any institution offering learning that will enable achievement of this unit standard, or assessing this unit standard, must be accredited as a provider with the relevant ETQA, or one with an appropriate MOU with the relevant ETQA.
• Moderation of assessment will be conducted by the relevant ETQA, or one with an appropriate MOU with the relevant ETQA.
• Moderation should include both internal and external moderation where applicable.
• Have 2 years relevant workplace experience.