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In addition they will be well positioned to extend their learning and practice into other areas of agricultural commodities within a context of either agronomy, or horticulture as applicable to the agricultural commodity, or to strive towards agricultural management standards and practice at higher levels.

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

Rationale:

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

• Farm operators who wish to progress to the level of supervisor within farming operations in Plant Production;
• Farm owners, in possession of an equivalent qualification at NQF 2;
• 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 Plant Production.

  Requests and expressions of need for this qualification, coming from the broad, but also specific farming communities (Plant Production) 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 plant 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 oversee quality agricultural products in Plant Production 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 48 credits should be achieved in fundamental. All unit standards listed are compulsory.

  Core

• 64 credits should be achieved in core.

  Elective

• A minimum of 8 credits should be achieved in Elective, depending on the context of application of the unit standards. 

• Fundamental Competencies
• Agri-business
• Good Agricultural Practices
• Plant Production

  Fundamental Competencies

  1. Communication.
  2. Maths Literacy.
  3. Recognise, interpret and report on a range of deviations during the data collection process.
  4. Incorporate basic concepts of sustainable farming systems into practical farm activities.

  Agri-business

  5. Maintain stores and agro-inputs in stores.
  6. Participate in the production planning process on a day-to-day basis.
  7. Apply the components of the marketing cycle in an alternative agricultural marketing environment.
  8. Determine viability of agri-business.
  9. Assist with the management of human resources in an agricultural environment.
  10. Interpret the factors influencing agricultural enterprises and enterprise selection and production, and of planning accordingly.

  Agricultural Practices

  11. Monitor and supervise the implementation of food safety and quality, production, environmental and social practices, and awareness within the agricultural supply chain.
  12. Apply the principles of water quality management and adjust systems to ensure appropriate levels of quality.
  13. Apply a routine maintenance and servicing plan.
  14. Monitor practices to conserve the environment, including natural resources whereby ensuring optimal utilization of national resources on the farm.
  15. Decide on appropriate land capability options for a given field.

  Plant Production

  16. Identify and describe the physiological processes and anatomical structures of a plant.
  17. Soil nutrient preparations are performed in a safe, effective and responsible manner for the benefit of plant/crop growth with consideration to the environment.
  18. Plants are propagated in a limited range of conditions
  19. Apply basic control measures for insects, plant diseases and common weeds.
  20. Monitor and co-ordinate the harvesting of crops.
  21. Monitor and supervise the manipulation of plants by applying a broad range of techniques. 

1.

• Determined by selection.

  2.

• Determined by selection.

  3.

• Data is collected correctly.
• Tools and equipment required for data collection is utilised correctly.
• Data reports are submitted.

  4.

• A sustainable farming system is defined and described.
• The nature of a system is explained.
• The balance of sustainability, productivity and conservation of resources is explained.
• The sustainability of a whole farming system is monitored and re-evaluated.

  Agri-business

  5.

• Orders are received.
• Records are updated.
• Stock levels are maintained.
• Stock are issued.
• Suppliers are evaluated.
• Safety regulations are observed.

  6.

• Production schedules are planned.
• Production choices are explained.
• The links between scheduling and financial planning is explained.
• Different scheduling techniques are explained.

  7.

• The managerial vision of the agribusiness is explained.
• Alternative marketing environments are described.
• The variables of the marketing cycle are explained.
• Characteristics and critical success factors of marketing is explained.
• The supply chain is modified according to the requirements of alternative markets.

  8.

• Sources of income are identified and explained.
• Costs are identified and explained.
• Break-even budgets are developed.
• Whole farm budgets are developed.
• Financial outcomes are predicted.

  9.

• HR rules, policies and procedures are applied.
• Explain the role of stakeholders.
• Contracts are interpreted and prepared.
• Employment relations are explained in an agricultural context.

  10.

• Requirements re natural resources and infrastructure for the selection of the relevant enterprise is recognized and interpreted.
• Infrastructure for the selection of the enterprise is categorized.
• Appropriate crops and/or animals for the relevant enterprise are determined.
• The production procedures (including harvesting and post harvesting activities) are interpreted.

  Agricultural Practices

  11.

• An understanding of the concept of traceability in the agricultural supply chain is demonstrated.
• Non-conformances with respect to food safety, production, environmental, and social practices in the agricultural environment are reported.
• Internal audits in the agricultural environment are explained.
• Food safety and quality principles as related to the agricultural supply chain are applied.

  12.

• Abnormalities in water quality are recorded and interpreted.
• Environmental aspects of water quality management are explained.
• Corrective actions are taken to ensure the appropriate quality.
• Quality assurance systems are implemented and maintained.

  13.

• Scheduling of routine maintenance is explained.
• A service plan is implemented.
• Maintenance procedures are applied.
• Tools, equipment and machinery are maintained.

  14.

• The elements of an ecosystem and a food chain are explained.
• The occurrence of different types of fauna and flora and the sustainable utilisation thereof is monitored.
• Soil maintenance and water management practices are monitored.
• The energy cycle is explained.
• A 2 dimentional map of the direct vicinity is interpreted.

  15.

• Soil survey results and physical observation are interpreted and used in decision-making.
• A land capability analysis to serve as the basis for appropriate enterprise selection for the farm is prepared.

  Plant Production

  16.

• The basic functioning and structure of the plant cell.
• The effects of the environment on the physiology and germination of seed is explained.
• The anatomy and function of roots is explained.
• The anatomy and physiology of the leaf is explained.
• The anatomy and physiology of flowers and fruit are explained.

  17.

• Soil nutrients are applied by using specialized equipment.
• The collection of samples, storage and dispatch of samples to appropriate service providers is supervised.
• The impact of the properties of soil on plant nutrition and soil preparation is explained.
• Nutritional deficiencies in various crops are interpreted and remediation is suggested.

  18.

• Environmental requirements for the propagation of plants are described.
• General propagation procedures are demonstrated.
• Environmental conditions are monitored correctly.
• The appropriate tools and equipment are applied during propagation.

  19.

• Common pests are identified and described.
• Unfamiliar insects are collected.
• Disease symptoms are described.
• Incidence of weeds are reported.

  20.

• The use of harvesting tools and equipment is explained.
• Maturity indexing is explained.
• Specific procedures for the harvesting of crops is explained.
• Health, hygiene and safety plan is implemented.
• Waste collection and disposal plan is implemented.
• The care and maintenance of tools and harvesting equipment is described.

  21.

• The use of appropriate tools / equipment is monitored.
• Framework development as part of plant manipulation is monitored.
• Flower and fruit manipulation is monitored.
• Pruning as vegetative plant manipulation methods are monitored.

  NOTE: Assessment should be specific to the area of operation (i.e. Either horticulture or agronomy including but not limited to arable and/or dry land production)

  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. 

However, Nieu Zeeland and Australian qualifications and unit standards were sourced and evaluated for applicability. Also, during two separate study visits, agricultural practices were compared in the Netherlands and France.

An example of the differences in plant production would be where climatic conditions require the production of different cultivars and markets require the production of different crops.

However, there are similarities in terms of the floriculture and viticulture processes and unit standards. 

This qualification builds on the relevant qualification on NQF 2 (refer to the SGB’s brief and matrix) and gives access to the relevant qualification at NQF 4. 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, 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 PAETA 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 PAETA ETQA.
• Moderation of assessment will be overseen by the PAETA 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 PAETA ETQA. 

• A minimum of 2 (two) years’ practical experience;
• Practical experience in the specific agricultural commodity and/or system.
• Competence in the generic assessor unit standards; and
• Technical competence at, at least one NQF level above the assessee. 

Areas of specialisation of the qualification in Plant Production include but are not limited to:

• Organic production,
• Hydroponic production,
• Perma-culture production,
• Agronomy,
• Horticulture,
• Natural resources harvesting.