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This qualification is a broad, entry-level qualification for persons wishing to make a career in the emergency services especially fire and rescue.

Learners who have achieved this qualification will have a range of foundational competencies relating to emergency service; fire fighting, rescue operations, victim care, and protection of property and the environment, as well as generic skills in workplace processes. This foundation will enable learners to proceed to Level 5 and beyond, in a selected specialised route or career pathway in the context of emergency services.

Fire services and other emergency processes have developed according to different standards and under different bodies, ranging from municipal councils to the South African National Defence Force (SANDF). This qualification aims to establish common standards at entry level.

Learners who complete this qualification will be recognised as competent emergency services operators employable within various public as well as in the private sectors under supervision.

On achieving this qualification the learner will be able to:

• Confine and extinguish class A to D fires.
• Perform rescue operations and provide basic life support or first aid.
• Recognise hazardous materials incidents and respond effectively.
• Maintain and operate equipment effectively.
• Perform non-emergency tasks as required by the fire and rescue services organisation.

• Communication at NQF Level 3.
• Mathematics Literacy at NQF Level 3.

  Recognition of prior learning (RPL):

  This qualification may be achieved in whole or part through Recognition of Prior Learning to an accredited service provider for Fire and Rescue. Providers must make clear their RPL and/or credit exemption policies and procedures in documentation available to learners.

  Acess to the qualification:
  This qualification is open to everyone who wishes to pursue a career in Emergency Services.

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

To be awarded the Qualification, learners are required to obtain a minimum of 148 credits as detailed below.

Fundamental Component:

The Fundamental Component consists of Unit Standards in:

• Mathematical Literacy at NQF Level 4 to the value of 16 credits.
• Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
• Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

  It is compulsory therefore for learners to do Communication in two different South African languages, one at Level 4 and the other at Level 3.

  All Unit Standards in the Fundamental Component are compulsory.

  Core Component:

  The Core Component consists of Unit Standards to the value of 82 credits all of which are compulsory.

  Elective Component:

  The Elective Component consists of Unit Standards to the value of 36 credits. Learners are to choose Unit Standards to the minimum of 10 credits.

1. Confine and extinguish class A to D fires and perform support operations.
2. Perform rescue operations and provide basic life support or first aid.
3. Recognise hazardous materials incidents and respond effectively.
4. Maintain and operate equipment effectively.
5. Perform non-emergency tasks as required by the fire and rescue services organisation.

• The class of fire is identified and described in relation to its characteristics.
• The fire is confined in a safe and efficient manner, showing an understanding of fire behaviour.
• The appropriate extinguishing medium and equipment is selected, giving reasons for the selection in a specific context.
• The fire is extinguished in a safe and efficient manner, taking into account the need to minimise damage to property.
• Support operations are performed in a manner that enhances the effectiveness of life safety and fire control efforts at a fire incident.

  2.

• A situational analysis is developed, using all relevant sources of information.
• The victim is accessed, prioritising the safety of both victim and rescue team.
• The victim is packaged and evacuated in a manner which minimises the risks involved in evacuation.
• The victim is given basic life support and first aid as required by his or her condition.

  3.

• A potential or actual hazardous materials incident is identified and described in relation to its specific features.
• The type of hazardous material is identified and stabilisation proceedings are conducted in a manner appropriate to the identified material and the context.
• Other interventions are initiated according to the requirements of the specific incident.

  4.

• The purpose of fire service equipment is explained with reference to different tasks and contexts.
• The requirements of the standard operating procedures for the on-going care and use of equipment are explained, using examples to illustrate their importance.
• Equipment is used effectively, in line with standard operating procedures.
• The operational readiness of specified equipment is ensured by regular inspection.

  5.

• Administrative processes are performed in accordance with organisational requirements.
• A range of standard communications equipment and methods are used to communicate effectively in emergency and non-emergency situations.
• A public education and fire safety intervention is conducted and self-evaluated against agreed criteria.

  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.

• Comparability with leaders in the field:

  The leaders in the field within this industry in terms of qualifications and provision have been considered to be the USA and the UK. Our industry has developed practice that blends these two approaches. However, because the US approach effectively integrates theory and practice and facilitates more open access to learners, which is more appropriate to the demands of users in our sector, our model leans more towards the US approach.

• Internationally recognised standards:

  This qualification has been developed in compliance with the relevant parts of relevant South African National Standards, particularly ‘Community Protection against Fire’ (SANS 10090:2003). This SANS standard, in turn, gives as normative references seven National Fire Protection Association (NFPA) standards that are registered by the American National Standards Institute (ANSI). The most relevant NFPA standards for this qualification are NFPA 1001 and 472.

• Comparability with USA standards:

  The International Fire Service Accreditation Congress (IFSAC) is an international organisation that accredits over 100 Fire Service Providers internationally as a custodian of certification and quality assurance, basing its accreditation on NFPA standards.

  IFSAC (see also moderation options) was founded in the USA in 1980 to further standards and qualifications in fire fighting. It applies standards generated by the National Fire Protection Association (NFPA) to measure competence. IFSAC attempts to keep fire fighting education and training at the cutting edge of knowledge, science and technology. Current membership includes the USA, Canada, Saudi Arabia, Oman, Kuwait and Qatar, as well as South Africa.

  Other countries that are not now members of IFSAC still benchmark their qualifications against the NFPA and recognise each other’s qualifications. The National Board on Fire Service Professional Qualifications, based in the USA, facilitates recognition of qualifications from any country using NFPA standards as a base for their qualifications. Countries attempting to recruit fire fighters into trouble-spots in various parts of the world including Iraq and the Democratic Republic of Congo (DRC) in recent years have looked for people trained against the NFPA standards, which are widely recognised.

  This qualification ‘Further Education and Training Certificate: Fire and Rescue Operations’ has been benchmarked against, and includes, four NFPA certificates which deal with entry-level fire-fighter requirements, namely:

• Firefighter 1.
• Firefighter 2.
• Hazardous materials awareness.
• Hazardous materials operations.

  These are based on NFPA standards 1001 and 472.

• This qualification’s link to the NFPA standards:

  After analysing the Southern African situation in the context of the SAQA regulations regarding qualifications, it was decided that the four international basic entry level certificates should be combined into minimum competence standards for all South African fire fighters, as a part of the entry level South African qualification. The accrediting body for IFSAC in Southern Africa is the Southern African Emergency Services Institute (SAESI). SAESI has given input into the scoping and development of the qualification and, as a result, IFSAC recognises the fact that this qualification includes the above-mentioned competencies.

  The four most important NFPA certificates for entry-level fire fighters are covered by 6 of the core unit standards as listed below:

• Use a self-contained breathing apparatus safely and effectively.
• Function safely and effectively within an emergency service organisation.
• Perform support operations at a fire incident.
• Perform fire ground operations necessary to ensure life safety, fire control and property conservation under supervision.
• Demonstrate awareness and take initial actions at a hazardous materials incident.
• Deal with hazardous materials.
• Differences recognised in terms of identified national/local requirements:

  In addition, the development of this qualification has taken into account the need to integrate some additional outcomes into this qualification that apply specifically to Fire and Rescue Services in South Africa. For example, the specific parts of the embedded knowledge of our core unit standards have been adapted to reflect South African conditions, relating to the typical construction of buildings in this country.

  We have also separated out the ‘Use a self-contained breathing apparatus’ as a unit standard, in response to a demand from industry, where people who are not fire fighters require this unit standard in different contexts. In all respects we are endeavouring to respond to user needs rather than being provider driven.

  We have included in our entry level qualification basic life support and first aid, community education and an understanding of Sexually Transmitted Diseases (STDs) and HIV/AIDS, as it is not always possible to wait for paramedics and we also depend on community awareness and support for both preventative measures and effective intervention. We have also included basic rope rescue as an essential part of the work in this country. Two of the electives cover vehicle rescue and basic assistance at a rescue incident, both of which are essential in some organisations but not all.

  As a result, this qualification represents, rather than replicates, similar qualifications that include the four NFPA certificates.

• Comparability with UK standards:

  Another group of countries base their fire and rescue qualifications on the UK model. Here most of the basic skills training is usually conducted internally by each Fire Brigade, and the formal training is usually provided and assessed by formal education institutions. An example of the comparable formal qualification in the UK is the ‘BTEC in Emergency Fire Services in the Community’, which is offered by Edexel, an accredited examining and awarding body which was formed in 1996 through a merger between the Business and Technical Education Council and the University of London Examinations and Assessment Council. This body offers programmes covering school leaving, and vocational (including tertiary) qualifications in many countries, including Kenya, India, Bangladesh, China, Sri Lanka, Malaysia and Hong Kong.

  The ‘BTEC in Emergency Fire Services in the Community’ is at the UK NQF level 3, which has an equivalence level between our NQF levels 4 and 5. It is made very explicit that this qualification does not qualify a person to work as a fire-fighter. It ‘provides the underpinning knowledge’ and is an entry requirement for three linked National Vocational Qualification (NVQ) programmes at the same level, and also for the Emergency Fire Services Modern Apprenticeship. The delivery of these more formal programmes in the UK allows for the division of learning modules (based on registered units) into viable learning components for part-time, day-release or block-release programmes delivered by further and higher education institutions and private providers. However, it does not lead to qualifications that represent minimum job competence requirements. In relation to the system we have in South Africa, many of these programmes might be regarded as short courses.

  The core units are again very similar – the competencies required by fire and rescue practitioners are similar the world over. The six basic units in the ‘BTEC in Emergency Fire Services in the Community’ are similar to our core unit standards. They are as follows:

• 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.

  In South Africa we have chosen to integrate the underpinning knowledge with the practical training and work-experience learning.

• Comparability with developing countries:

  Kenya, India, Bangladesh, China, Sri Lanka, Malaysia and Hong Kong have training and assessment systems based on the UK system, which has been explained above. Saudi Arabia, Oman, Kuwait and Qatar are members of IFSAC and their accreditation and certification are based on the NFPA standards, which have been taken into consideration by our SGB in the development of our own standards and qualifications.

• Comparability with SADC countries:

  In relation to SADC countries, there is a trend for countries to begin to benchmark their qualifications against South African ones. SAESI currently accredits training centres not only within this country but also in Namibia and Angola, and the training and assessment in these centres also reflect the NFPA standards.

• The context of this qualification with reference to articulation and progression nationally and internationally:

  > South African qualifications: existing and intended:

  The Fire and Rescue SGB scoping exercise and feedback from the industry revealed needs for parallel qualifications at the same (as this qualification ) and higher levels representing different specialisations, as well as higher level qualifications meeting the job requirements of managers and senior managers in the sector. The next priority, determined by user demand, is to create a level 5 qualification which will offer specialisations representing different career paths in Emergency Services (for example, Fire Inspector, Rescue Technician, Hazardous Materials Specialist, Fire Service Instructor) as well as Level 6 qualification “Fire Officer”. Currently there is also a Level 5 qualification registered in this field: “National Higher Certificate: Fire Service Technology” (SAQA ID 16750) and a Level 7 qualification “National Higher Diploma: Fire Service Technology” (SAQA ID 16739). In addition, standards related to the provision of credit-bearing short courses or skills programmes are required, often at lower levels, to cater for needs of job profile competencies which fall below the requirements of a full qualification, but will link to a career path framework within the sector.

  > The existing and proposed range compared to the existing range in New Zealand:

  In addition to the examples given above, a range of qualifications comparable to those proposed in our own scoping exercise exists in New Zealand, registered by the National Qualifications Authority. When looking at the range it is more useful to look at a country which has an NQF, since the titles and descriptions of qualifications in many other countries are provider-driven and uninformative in relation to the level of the qualification. Using examples from New Zealand allows us to indicate clearly the levels and range. For example, after the NZ Standards Setting Body reviewed existing Fire and Rescue Services (structural and industrial) qualifications, a new set was published in 2004:

• National Certificate in Fire and Rescue Services (Urban Fire and Rescue Operations) (Level 2).
• National Certificate in Fire and Rescue Services (Urban Fire and Rescue Operations) (Level 3).
• National Certificate in Fire and Rescue Services (Urban Fire and Rescue Operations) (Level 4).

  A new National Diploma qualification was also developed:

• National Diploma in Fire and Rescue Services (Urban Fire and Rescue Operations) (Level 5).

  The lower level certificates meet the job profile competency requirements for different levels and specialisations in the Fire and Rescue Services, as covered by our own scoping exercise. The higher levels meet job requirements for higher level management skills and greater personal decision-making responsibilities. Other sets of Certificates reflecting different specialisations span slightly different ranges. For example, ‘Industrial Emergency Response’ is from Levels 2-4; ‘Vegetation’ is from Level 2-6; ‘Airport fires’ from Levels 2-4; ‘Fire detection and alarm systems’ is from Levels 2-4; and various kinds of rescue specialisations are at Levels 3 and 4. The titles and ranges largely conform to both the NFPA standards and the results of the scoping conducted by our SGB.

  SAISI visited New Zealand in 2004 to look at their training centres and programmes and came to the conclusion that their approach was very similar to our own, reflecting similar standards and procedures.

  > Ranges of relevant qualifications at higher levels in other leading countries:

  Qualifications offered by Higher Education Institutions in the countries researched (USA and related systems, UK and related systems) include equivalents to the proposed NQF Level 5 qualification. Above this level technikon and equivalent qualifications in this context tend to focus on either fire engineering, disaster risk management or high level emergency services operations managers. Further scoping in these areas will take place at a later stage.

• Conclusion in terms of international comparability:

  Comparing our own qualification and related proposed qualifications with other countries, it seems clear that we are operating at an equivalent level with other countries, including those which are leaders in this field, as well as taking into account the particular requirements of developing nations, including our own. Our qualification falls well within the occupational profiles and training standards of the other relevant countries that we have investigated.

• National Certificate: Emergency Services Operations Level 5 (SAQA ID 48855).
• National Higher Certificate: Fire Service Technology Level 5 (SAQA ID 16750).

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.

• Be registered as assessors with the relevant ETQA.
• Be in possession of a relevant qualification at least one level above.
• Have relevant workplace experience.

Currency:
In order to ensure currency, the ETQA will insist that in relation to certain operational outcomes all RPL and formal assessment processes include selective challenge assessments. These will sample a limited but random selection of outcomes to ensure credibility.

Authenticity:
Acceptance of certification from other bodies: in order to check on possibly fraudulent provider certificates the ETQA will follow a validation process in relation to certificates offered as evidence of prior learning.