We deliver professional training that leads to success

Duration:  3 days (8am – 4pm) - Can also be done over 3 consecutive Saturdays
70% Practical training and 30% Theory
Certification:  Certificate of competence will be issued on completion of course
Venue: Conference Venue to be confirmed or can be taught in house throughout South Africa.
Cost: R3500 including vat  per person (minimum 10 people)
Cost includes:

• An up to date Spirometry study guide using current South African guidelines
• Stationery including pens, writing material, worksheets and calculators
• Spirometers and disposables
• Mid morning tea, light lunch and afternoon tea

Course Outcomes: 
Providing learners with necessary skills and knowledge to effectively plan, carry out and evaluate/interpret a lung function test.

Course Content:

• Anatomy and physiology of the respiratory tract.
• Basic background to spirometry and spirometers.
• Calibration, quality control, maintenance and cleaning of the spirometer.
• Techniques used to perform a lung function test.
• How to prepare a subject for spirometry, indications and contra-indications.
• How to perform a lung function test correctly.
• Techniques on how to achieve technically acceptable results.
• How to interpret volume curves and measurements of spirometry accurately.
• Recording and reporting normal and abnormal results.
• Describe errors that occur while performing a lung function test and explain how to avoid these errors.
• Practical spirometry.
• How to plan a respiratory protection programme
• Understanding of the content of the South African Guidelines for Spirometry.

Who should attend:
Any professional who is involved in carrying out spirometry or wanting to carry our spirometry in any setting.

Download advertorial

Duration:  1 day (8am – 4pm) - Can also be done on a Saturday
70% Practical training and 30% Theory
Certification:  Certificate of competence will be issued on completion of course
Venue: Conference Venue to be confirmed or can be taught in house throughout South Africa
Cost: R2800 per person (minimum 10 people)
Cost includes:

• An up to date Spirometry Refresher study guide using current South African guidelines
• Stationery including pens, writing material, worksheets and calculators
• Spirometers and disposables
• Mid morning tea, light lunch and afternoon tea

Course Outcomes:
Updating learners with necessary skills and knowledge to effectively plan, carry out and evaluate/interpret a lung function test with latest changes in spirometry and regulations.

Course Content:

• Updated information on spirometry and spirometers.
• Calibration, quality control, maintenance and cleaning of the spirometer.
• Techniques used to perform a lung function test.
• How to prepare a subject for spirometry, indications and contra-indications.
• How to perform a lung function test correctly.
• Techniques on how to achieve technically acceptable results.
• How to interpret volume curves and measurements of spirometry accurately.
• Recording and reporting normal and abnormal results.
• Describe errors that occur while performing a lung function test and explain how to avoid these errors.
• Practical spirometry.
• Update of the content of the South African Guidelines for Spirometry.

Who should attend:
Professionals or assistants that have done the full spirometry course 3 years ago or learners that are involved in spirometry at their workplace and requires and updated valid certificate of competence in order to perform spirometry.

Download advertorial

SAQA ID: 116534

NQF LEVEL: 03

CREDITS: 02

OUTLINE

MODULE ONE

• Introduction
• Consent
• Arrival Procedure
• The Recovery Position
• Injuries
• Legal Aspects
• The Emergency Call

 

MODULE TWO

• Checking Pulse
• Performing Rescue Breathing / Artificial Resuscitation
• Adults
• Children Or Infants
• Abdominal Thrusts
  • Abdominal Thrusts Adults CPR (Cardiopulmonary Resuscitation)
  • Abdominal Thrusts Children CPR (Cardiopulmonary Resuscitation)
  • Abdominal Thrusts Infant CPR (Cardiopulmonary Resuscitation)

 

MODULE THREE

• Shock
• Fainting / Diabetic Emergency
• Bone Injuries / Fractures
• Major Bone Structure
• Muscles And Ligaments
• Burns
  • Types Of Burns
  • Scalds
  • Dry Burns
  • Chemical Burns
  • Electrical Burns
• Cuts

• External Bleeding
• Arterial Bleeding
• Venous Bleeding
• Capillary Bleeding
• Internal Bleeding
• Head, Spine And Neck Injuries
• Choking / Blocked Airways 
  • Choking Adults
  • Choking Children
  • Choking Infant
• Sudden Illness
• Heart Attack
• Stroke
• Epilepsy
• Other
• Poisons
• Snakebite
• Insect Bites And Stings
• Water Accidents
• Unconscious And Not Breathing
• Unconscious, Not Breathing And Bleeding
• Unconscious But Breathing
• Wounds
  • Open Wounds
  • Closed Wound
• Summary of Emergency Treatment Sequence
• First Aid Box
• Documentation
• Example Of A First Aid Policy

 

DURATION:

Theoretical/Practical training: 3 days

RATIO:

Theoretical/Practical training: 10 learners per Facilitator/Assessor

Download advertorial

Workplace safety is the responsibility of everyone in an organization. Companies have legal obligations to meet certain safety requirements, but many go further than the minimum obligations. Safety standards and procedures must be put in place, and everyone needs to follow the standards in order for them to be effective.

Our Safety In The Workplace course will be instrumental in reviewing common hazards, safety techniques and after completion, the participants will have the tools to help them create a Safety policy for your work place. By identifying and anticipating hazards, employers can prevent injuries and keep employees safe.

Workshop Objectives:

• Define workplace safety.
• Understand legal responsibilities associated with a safe work environment.
• Create a safety plan and identify hazards.
• Recognize the role of management.
• Develop training procedures.
• Learn how to implement a safety plan.

Download advertorial

SAQA ID: 114941

NQF LEVEL: 03

CREDITS: 04

OUTLINE

MODULE 1 - Explain HIV and Aids.

• The concepts HIV and AIDS are known and explained at a basic level of understanding.
• The way in which the immune system works is explained with reference to the role of antibodies and how HIV attacks the immune system.
• The concept of a window period is explained and an indication is given of how this affects the accuracy of test results.
• The impact of opportunistic infections on the compromised immune system is explained with examples.
• The stages of the disease are outlined with an example of what happens at each stage from infection with HIV to full-blown AIDS and death.
• The ways in which HIV is transmitted are discussed with examples.

 

MODULE 2 - Describe what behaviour is safe and what behaviour carries the risk of HIV transmission.

• The chances of a person surviving with AIDS are discussed with reference to the latest views on wellbeing of an HIV positive person.
• The relationship between human behaviour and HIV/AIDS is outlined and ways in which the individual can avoid contracting or spreading HIV/AIDS are indicated with reference to reducing the risk of infection.
• Examples of behaviour that carry a risk of contracting HIV/AIDS are named and classified according to whether they carry a high, medium or low risk.
• Situations that have a potential to spread HIV/AIDS in the workplace are discussed and rated in terms of high, medium and low risk.
• Fears and common misunderstandings about the transmission of HIV are described in the context of the workplace.

 

MODULE 3 - Interpret data and trends in HIV/AIDS in order to explain the potential impact.

• Sources of data on HIV/AIDS are identified and appropriate statistics are accessed for a specific organisation.
• Regional data is interpreted in order to identify trends.
• Regional data is applied to a specific sector or industry.
• The potential impact of HIV/AIDS on an organisation is inferred from regional and sector data.

 

MODULE 4 - Investigate the guidelines & assistance that are available to support workers affected by HIV/AIDS.

• A company policy on HIV/AIDS or the National Department of Health’s document Guidelines for developing a workplace policy and programme is presented graphically.
• The possible problems that a worker with HIV/AIDS could encounter are listed with suggestions as to what the learner could do to create a caring situation in the workplace.
• The importance of employers playing a proactive role in addressing the AIDS pandemic are explained and suggestions are made as to how a specific organisation could create a caring environment for workers with HIV/AIDS.
• The availability of HIV/AIDS prevention and wellness programmes is known and an indication is given of how to access these in a specific organisation or area.
• Legislation that relates to HIV/AIDS in the workplace is identified and an indication is given of the consequences of non-compliance.
• The Universal Precautions are known and applied in the work environment.
• The concept of Voluntary Counseling and Testing (VCT) is explained with reference to the role of two different tests.
• The effects of HIV infection are explained including the ability of infected persons to perform work and the importance of lifestyle changes to boost the immune system and prevent re-infection.
• The importance of pre and post test counseling is known and understood and the implications of HIV testing for an individual are discussed in terms of making a personal decision to take an AIDS test.

 

MODULE 5 - Explain the implications of the HIV/AIDS pandemic.

• The effect of a population composed mainly of children and the aged on the economy and the State is outlined with examples.
• The need for medical care for people with HIV/AIDS and the implications for employers and the State are discussed with examples.
• The effect of HIV/AIDS on the workforce and family income is discussed with examples.
• The implications of HIV/AIDS for an organisation and a specific workplace are discussed with reference to revenue generation, absenteeism, productivity, Human Resource policies and programmes, employment practices, mechanisation, staff turnover and cost of health care.

 

DURATION:

Theoretical training: 2 days

RATIO:

Theoretical training: 15 learners per Facilitator/Assessor

Download advertorial

SAQA ID: 119472

NQF LEVEL: 03

CREDITS: 05

OUTLINE

MODULE 1 - Interact successfully in oral/signed communication.

• Contributions to group work are appropriate to the task and nature of the group, and promote effective communication and teamwork.  Contributions include: maintaining good group dynamics, identifying purposes, agendas, procedures and schedules, monitoring developments and retaining focus, drawing conclusions, preparing and delivering feedback and ensuring group ownership of conclusions

• Interviews successfully establish a relationship appropriate to the context, and provide a non- threatening opportunity for participants to share information.  Formal and informal; plans, background research; ordering of questions; flexibility in the situation when sequence or focus is disrupted; organisation of data elicited; and conclusions drawn

• Participation in formal meetings is appropriate to the purpose and context of the meeting. Participation is consistent with meeting procedures and contributes to the achievement of meeting objectives.  Spectrum of formal meeting procedures

• Participation in discussions, debates or negotiations is appropriate to the purpose and topic. Participation is consistent with the formality of procedures and contributes to meaningful interaction between participants.  Spectrum of discussion situations, informal and formal debating procedures, and procedures for negotiations and meetings

• Responses to the ways others express themselves are sensitive to differing socio-cultural contexts

 

MODULE 2 - Use strategies that capture and retain the interest of an audience.

• Key words/signs, pace and pause, stress, volume and intonation or sign size, pace, rhythm and non-manual features (NMFs) are used in appropriate ways to reinforce the message

• Body language is appropriate to context and topic, and reinforces main ideas and points of view

• Formal communications are planned in writing/signing, and plans are detailed, complete, and realistic with respect to time allocation and content

• Visual aids are appropriate to topic and context, and enhance the presentation and the transfer of information and understanding: Cue cards, visual aids, handouts, multi-media

• Techniques are used to maintain continuity and interaction.  Responding to queries, repetition of information, rewording, asking questions to check understanding, referring to cue cards; timing techniques; responsiveness to audience cues that contact is being lost, appropriate use of NMFs

 

MODULE 3 - Identify and respond to manipulative use of language: News clips, summaries, political speeches/presentations, marketing material, advertisements

• Facts and opinions are identified and distinguished

• Omission of necessary information is noted and addressed

• The implications of how the choice of language structures and features, specifically tone, register, style and point of view affect audience interpretations of spoken/signed texts are explained

• Distortion of a contributor’s position on a given issue is explored with specific reference to what has been selected and omitted

 

DURATION:

Theoretical training: 2 days

RATIO:

Theoretical training: 15 learners per Facilitator/Assessor

Download advertorial

SAQA ID: 123259

NQF LEVEL: 03

CREDITS: 04

As from 01 July 2007 all drivers that apply for a PrDP “D” has to hold a valid dangerous goods certificate issued by a DOT approved training body. This means that according to the National Road Traffic Act 93 of 1996 a driver must be retained every two years. According to SANS 10231 the driver shall receive training every year. Please note that the SANS are incorporated in the National Road Traffic Act 93 of 1996 [Reg 273A] and therefore are law.

COURSE OUTLINE

• Introduction
• Dangerous Goods Terminology
• Dangerous Goods Classification & Specific Knowledge
• Exempt Quantities
• Compatibility Of Multiloads
• Placarding
• Documentation
• Personal Protective Clothing
• Emergency Response Procedures
• Drivers Duties, Documentation & Behavior
• Loading & Offloading Procedures
• Vehicle Stability
• Fire Fighting Introduction
• First Aid Introduction
• Spill Kits
• Legislation

 

DURATION NOVICE OR PrDP APPLICANTS:

Theoretical training: 2 days (Max 15 learners per Facilitator/Assessor) Practical Training: Novice (With licence) – 2 days
Experienced (Refresher) – 1 hours

 

DURATION REFRESHER

Experiences drivers: 8 Learner per Facilitator/Assessor per day (Times will be scheduled according to operational requirements).

CREDENTIALLING DETAILS:

Learners that are competent and submitted a valid medical certificate will be issued a certificate and license card that will reflect the following:

Unit Standard
Unit Standard Code Credits NQF Level License code
Goods classification

 

THE COURSE MATERIAL AND ASSESSORS ARE APPROVED BY THE DEPARTMENT OF TRANSPORT AND TRANSPORT SECTOR EDUCATION TRAINING AUTHORITY

 

PLEASE NOTE:

LEARNER MUST HAVE A VALID MEDICAL CERTIFICATE AND COPY OF DRIVERS LICENCE ON THE FIRST DAY OF TRAINING (4 WEEKS PRIOR MAXIMUM).

Download advertorial

SAQA ID: 9010

NQF LEVEL: 03

CREDITS: 02

OUTLINE

MODULE 1 - Convert numbers between the decimal number system and the binary number system.

• Perform addition and subtraction of positive whole numbers in binary up to 100002 (16 in decimal).
• Demonstrate understanding of the mathematical relationships and principles involved in the computations.
• Conversion between binary and decimal numbers is done correctly.
• Basic addition and subtraction calculations in the binary number system are done correctly.
• Using positive whole numbers up to the 16 in decimal.
• Practical applications of the decimal and binary system are explained correctly.

 

MODULE 2 - Work with numbers in different ways to express size and magnitude.

• Use scientific notation for small and large numbers.
• The prefixes indicating magnitude in measurements are correctly related to the decimal system.
• From Giga to Pica (1012 to 10 -12)
• Conversions between related units in different measurement systems are correctly applied in real-life contexts.  SI to Imperial; Degrees F to degrees C.

 

Specific Outcome 3: Demonstrate the effect of error in calculations.

• Work with rational and irrational numbers.
• Explore repeating decimals and convert them to common fraction form
• Use scientific notation for small and large numbers.
• Symbols for irrational numbers such as 7c and 42 are left in formulae or steps to calculations except where approximations are required.
• Descriptions are provided of the effect of rounding prematurely in calculations.
• The desired degree of accuracy is determined in relation to the practical context.
• The final value of a calculation is expressed in terms of the required unit.

 

DURATION:

Theoretical training: 3 days

RATIO:

Theoretical training:15 learners per Facilitator/Assessor

Download advertorial

SAQA ID: 119465

NQF LEVEL: 03

CREDITS: 05

OUTLINE

MODULE 1 - Measure, estimates, and calculates physical quantities in practical situations.

• Scales on the measuring instruments are read correctly.
• Quantities are estimated to a tolerance justified in the context of the need.
• The appropriate instrument is chosen to measure a particular quantity.
• Quantities are measured correctly to within the least step of the instrument.
• Calculations are carried out correctly.
• Symbols and units are used in accordance with SI conventions and as appropriate to the situation.

 

MODULE 2 - Explore, describe and represent, interpret and justify geometrical relationships and conjectures.

• Descriptions are based on a systematic analysis of the shapes and reflect the properties of the shapes accurately, clearly and completely.
• Descriptions include quantitative information appropriate to the situation and need.
• Conjectures as appropriate to the situation are based on well-planned investigations of geometrical properties.
• Representations of the problems are consistent with and appropriate to the problem context.
• The problems are represented comprehensively and in mathematical terms.
• Results are achieved through efficient and correct analysis and manipulation of representations.
• Problem-solving methods are presented clearly, logically and in mathematical terms.
• Solutions are correct and are interpreted and validated in terms of the context of the problem.

 

DURATION:

Theoretical training: 2 days

RATIO:

Theoretical training: 15 learners per Facilitator/Assessor

Download advertorial

SAQA ID: 119457

NQF LEVEL: 03

CREDITS: 05

OUTLINE

MODULE 1 -Use a range of reading and/or viewing strategies to understand the literal meaning of specific texts

• Unfamiliar words/signs are identified. Their meanings are correctly determined by using knowledge of syntax, word-attack skills/sign parameter/analysis skills, and contextual clues: Borrowed words/ signs, complex terms, acronyms, neologisms, colloquialisms, slang, jargon, dialect
• Different options for the meanings of ambiguous words are tested, and selected meanings are correct in relation to the context
• Main ideas are separated from supporting evidence and paraphrased or summarised
• The purpose of visual and/or graphic representations in texts are recognised and explained
• Features of visual texts are explained in relation to the way they impact on meaning: Composition, layout, light, foregrounding, backgrounding, perspective, camera angle, frame, sequence, use of colour/black and white, font type, font size, headlines, captions, subtitles

 

MODULE 2 - Use strategies for extracting implicit messages in texts

• Source of text is identified and discussed in terms of reliability and possible bias
• Attitudes, beliefs and intentions are explored in order to determine the point of view expressed either directly or indirectly
• Techniques are explored and explained in terms of purpose and audience: Length of sentence, punctuation/non-manual features (NMFs), diction/choice of words, use of figurative language/jargon/technical terms/slang/dialect/irony/humour/satire/sarcasm/legalisms, choice of visuals, choice of camera angle, type of shot, cinematographic techniques
• Promotion of, or support for, a particular line of thought/cause is identified and explained with reference to selection or omission of materials

 

MODULE 3 - Respond to selected texts in a manner appropriate to the context

• Instructions and requests are acted upon
• Text-type, format and register used are on the appropriate level of formality

 

MODULE 4 - Explore and explain how language structures and features may influence a reader/viewer

• The choice of words/signs, language usage, symbols, pictures and tone/sign size and pace is described in terms of how a point of view is shaped or supported

 

DURATION:

Theoretical training: 2 days

RATIO:

Theoretical training:15 learners per Facilitator/Assessor

Download advertorial

SAQA ID: 9012

NQF LEVEL: 03

CREDITS: 05

OUTLINE

Pose questions, collect and organise data.

• Represent, analyse and interpret data using various techniques to investigate real-life and work problems
• Use random events to explore and apply, probability concepts in simple life and work related situations
• Situations or issues that can be dealt with through statistical methods are identified correctly
• Variables contributing to a problem situation are identified and addressed in data gathering, e.g. crime is related to time of day and location
• Appropriate and efficient methods are used to collect, record and organise data.
• Graphical representations and numerical summaries are consistent with the data, are clear and appropriate to the situation and target audience
• Different representations of aspects of the data are compared to take a position on the issue
• Calculations and the use of statistics are correct and appropriate to the problem
• Interpretations of statistics are justified and applied to answer questions about the problem
• New questions that arise from the modelling of the data are discussed
• Data are gathered, organised, sorted and classified in a suitable manner for further processing and analysis
• Probabilities are determined correctly
• Distinctions are correctly made between theoretical and experimental probabilities
• The outcomes of experiments and simulations are communicated clearly

 

DURATION:

Theoretical training: 2 days

RATIO:

Theoretical training: 15 learners per Facilitator/Assessor

Download advertorial

SAQA ID: 123262

NQF LEVEL: 02

CREDITS: 06

OUTLINE

MODULE 1 - Prepare for loading/off-loading processes according to specified procedures.

• Information is obtained pertaining to freight that is comprehensive and relevant.
• The characteristics and specific requirements of the commodity to be transported are identified.
• Commodities can include liquids, perishables, fragile goods, hazardous goods, livestock, etc
• Compatibility of commodities to be transported is established and appropriate action is taken to ensure the maintenance of the freight quality.
• Appropriate securing and/or loading equipment and personal protective equipment are available and functional.

 

MODULE 2 - Load general freight according to context requirements.

• Loading site is evaluated for suitability and the vehicle is positioned accordingly.
• Loading information is reconciled with the actual load.
• Loading sequence is planned in accordance with loading criteria.
• Vehicle is loaded according to operational, safety and legal requirements and by using the appropriate means.
• The impact of load positioning and type on the stability of the vehicle is accurately described.
• The safety problems associated with the transportation of general freight are identified for specific contexts.

 

MODULE 3 - Secure general freight according to product requirements.

• The appropriate securing equipment is selected in accordance with selection criteria.
• The appropriate securing equipment is utilised in a safe manner and in accordance with commodity and vehicle requirements.
• On-the-road problems are addressed according to specified procedures.

 

MODULE 4 - Off-load general freight according to specified procedures.

• Off-loading site is evaluated for suitability and the vehicle is positioned accordingly.
• Vehicle is off-loaded according to operational; safety and legal requirements and by using the appropriate means.
• Off-loading information is reconciled with the cargo which has been off-loaded.
• Housekeeping principles are applied so that the site is left as it was found; all debris is cleared and equipment is checked against the inventory and safely stored.

• Relevant information is timeously communicated to the appropriate parties.

 

DURATION:
Theoretical training: 2 day
Practical Training: 1 day

RATIO:
Theoretical training: 15 learners per Facilitator/Assessor
Practical training: Maximum of 5 learners per day

Download advertorial

SAQA ID: 8016

NQF LEVEL: 03

CREDITS: 08

OUTLINE

MODULE 1 - Identify hazards

• Different hazards are identified and categorised according to specific area, job category, work procedure, machinery or substances used.
• Workplace inspections are undertaken in specific work areas/procedures.
• Information on specific Occupational Risk Exposure Profiles is contributed (OREP) in reports.
• Individual and categories of employees are assisted in contributing to their OREPs.
• Employees are assisted in hazard identification (informal on the job hazard education/training for other employees).
• Hazard identification is communicated in specific areas and jobs with employees and management.
• The links between work, health, safety and the environment are explained (public safety).

 

MODULE 2 - Evaluate and report hazards.

• Hazards are evaluated and prioritised (in particular area, work procedures and job categories) according to the risk of exposure and the risk of detrimental health outcome (occupational injury or disease).
• Recommendations on hazards drafted in H&S structures are reported on and discussed.
• Participation in incident investigations is secured.
• Incident investigation outcomes are communicated with employees.
• A rudimentary knowledge of Risk Assessment (R.A.) and ability to contribute information to R.A is displayed.
• Employees are informed of hazard evaluation activities, results and R.A. reports.

 

MODULE 3 - Apply preventative measures (including training) in the workplace

• Control measures in place are identified and explained.
• The principle of the hierarchy of control measures to the workplace are applied.
• Hazard control measures are communicated, in specific areas and jobs with employees and management.
• The control measures in place for particular area, work procedure, machinery or substance are described, evaluated and reported on.
• Informal, on the job peer learning is facilitated from shared experiences.
• Useful OH&S training materials and resources are identified and evaluated.
• Relevant OH&S training is undertaken.
• OH&S training needs are identified.

MODULE 4 - Explain, use and comply with relevant legislation and regulations.

• The responsibilities, duties and rights of individuals in the workplace and the relevant internal and external bodies are described correctly.
• The OH&S information relevant to the workplace are located and explained.
• Relevant COID Act rights and procedures are explained and interpreted.
• Employees are informed of their OH&S rights.
• Employees are advised of the duties, functions and responsibilities of the employer and the H&S role players in the workplace.
• Information is utilised from the legislation to perform responsibilities/duties to engage.
• Employers` representatives on OH&S related issues are identified.
• The Department of Labour (DoL) representatives, OH practitioners and occupational hygienists responsible for measuring or undertaking surveillance programmes are engaged with
• Workplace compliance with regulations and legislation is assessed and reported on.

 

MODULE 5 - Gather and organise OHS information from the workplace

• Meetings and interviews with employees are conducted to gather OH&S needs and information.
• Information from reports, meetings and inspections is summarised to address H&S issues with affected employees.

 

DURATION:

Theoretical training: 3 days

RATIO:

Theoretical training: 15 learners per Facilitator/Assessor

Download advertorial

SAQA ID: 123253

NQF LEVEL: 04

CREDENTIALLING DETAILS:
Learners that are competent will be issued a certificate that will reflect the following:
Unit Standard
Unit Standard Code Credits NQF Level License code Vehicle make
Configuration (where applicable) Gearbox type
Retardation system (where applicable)

 

PLEASE NOTE THAT THE LEARNER MUST HAVE A COPY OF THEIR ID, DRIVERS LICENCE AND PrDP ON THE FIRST DAY OF TRAINING.

Download advertorial

SAQA ID: 123257

NQF LEVEL: 02

CREDITS: 10

OUTLINE

MODULE 1 - Explain regulatory legislation pertaining to operating vehicles

• Introduction
• Legal Responsibility
• Responsibilities Of A Professional Driver
• Road Signs
• Demerit System
• Rules Of The Road

 

MODULE 2 - Prepare a vehicle for road transport trips according to specification

• Mechanical Appreciation
• Electrical System
• Cooling System
• Lubrication System
• Drive Train System
• Brake And Retarded System
• Air Brake System
  • Pre Trip Inspection
  • Systematical Inspection
• Checklist Inspection
• Reporting

 

MODULE 3 - Drive a vehicle in accordance with specified requirements.

• Introduction To Defensive Driving
• Hazards
• The System Of Vehicle Control
• ABC Of Defensive Driving
• Basic Driving Techniques
• Manoeuvring The Vehicle
  • Ally docking
  • Straight line reverse
  • Parallel parking (LMV only)
  • Turn in the road (LMV only)
  • Incline start
  • Left turn
• Manufactures Specifications
• Economical Driving
• Adjusting To Different Driving Conditions
• Red And Orange Routes
• Post-Trip Form

 

MODULE 4 - Ensure the maintenance of road transport service quality.

• Vehicle Stability
  • Mass of individual vehicle units
  • Speed
  • Direction of travel
  • Road surface
  • Load distribution
• Drive The Vehicle According To Organizational Standards

 

MODULE 5 - Handle unexpected situations according to specified procedures.

• Hijacking Awareness
• Fire Fighting Introduction
• First Aid Introduction
• Other Emergencies
  • Accidents
  • Incidents
  • Delays
  • Complaints

 

MODULE 6 - Park vehicle in accordance with specified requirements.

• Parking And Shutting Down The Vehicle
• Extracts From National Road Traffic ACT 93 OF 1996

 

DURATION:

Theoretical training: 2 days

Practical Training:     Novice (With licence) – 2 days

Experienced (Refresher) – 2 hours

 

RATIO:

Theoretical training: 15 learners per Facilitator/Assessor

Practical training:

Novice driver: 1 Learner per Facilitator/Assessor (Times will be scheduled according to operational requirements).

Experiences drivers (Refresher): 4 Learner per Facilitator/Assessor per day (Times will be scheduled according to operational requirements).

CREDENTIALLING DETAILS:
Learners that are competent will be issued a certificate that will reflect the following: Unit Standard
Unit Standard Code Credits NQF Level License code Vehicle make
Configuration (where applicable)
Gearbox type
Retardation system (where applicable)

PLEASE NOTE THAT THE LEARNER MUST HAVE A COPY OF THEIR ID, DRIVERS LICENCE AND PrDP ON THE FIRST DAY OF TRAINING.

Download advertorial

SAQA ID: 123254

NQF LEVEL: 04

 

CREDENTIALLING DETAILS:
Learners that are competent will be issued a certificate that will reflect the following:
Unit Standard
Unit Standard Code Credits NQF Level License code Vehicle make
Configuration (where applicable)
Gearbox type
Retardation system (where applicable)

 

PLEASE NOTE THAT THE LEARNER MUST HAVE A COPY OF THEIR ID, DRIVERS LICENCE AND PrDP ON THE FIRST DAY OF TRAINING.

Download advertorial

SAQA ID 8039

NQF LEVEL 03

CREDITS 10

OUTLINE (CODE C30 TO C32)

MODULE 1 - Reporting operational information
MODULE 2 - Personal protective equipment / clothing
MODULE 3 - Crane identification
MODULE 4 - Lifting equipment
MODULE 5 - Load recognition
MODULE 6 - Hand signals
MODULE 7 - Safety rules when handling a load

MODULE 8 - Legislation

DURATION

NOVICE	EXPERIENCED	RE - CERTIFICATION
Theory 2 days Practical 3 days Workplace 5 days	Theory 2 Days Practical 1 day Workplace 1 day	Theory 4 hours Practical 1 hour Workplace none

Please note that the entry requirement for Re – certification is proof of existing unit standard certificate.

RATIO

Four Learners per one Facilitator/Assessor

Download advertorial

SAQA ID 8038

NQF LEVEL 03

CREDITS 06

OUTLINE (CODE F1 TO F5)

MODULE 1 - Reporting operational information MODULE 2 - Personal protective equipment / clothing MODULE 3 - Industrial lift trucks
MODULE 4 - Counterbalance lift trucks and stability
MODULE 5 - Preparing the lift truck MODULE 6 - Load recognition MODULE 7 - Storage equipment MODULE 8 - Lift truck safety MODULE 9 - Legislation

DURATION

NOVICE	EXPERIENCED	RE CERTIFICATION
Theory 2 days Practical 3 days Workplace 5 days	Theory 2 Days Practical 1 day Workplace 1 day	Theory 4 hours Practical 1 hour Workplace none

Please note that the entry requirement for Re certification is proof of existing unit standard certificate.

RATIO

Four Learners per one Facilitator/Assessor

PLEASE NOTE THAT THE LEARNER MUST HAVE A COPY OF THEIR ID, DRIVERS LICENCE, PrDP AND MEDICAL CERTIFICATE ON THE FIRST DAY OF TRAINING.

Download advertorial

SAQA ID: 12484

NQF LEVEL: 02

CREDITS: 04

OUTLINE

MODULE 1 - Discuss and explain procedures for dealing with fires in the     
                      workplace

MODULE 2 - Identify the type of fire, its context and select the appropriate fire
                      fighting procedure

MODULE 3 - Identify, select and check appropriate fire fighting and safety
                      equipment

MODULE 4 - Fight containable/extinguishable fires

MODULE 5 - Retreat from fire site and hand over to appropriate personnel

MODULE 6 - Report/record status of fire and equipment

 

DURATION:

Theoretical/Practical training: 1 day

RATIO:

Theoretical/Practical training: 10 learners per Facilitator/Assessor

Download advertorial

SAQA ID: 123261

NQF LEVEL: 03

CREDITS: 08

OUTLINE

MODULE 1 - Contextualise the road transport sector within the transport industry.

• Current legislation and codes applicable to the road transport sector are identified in terms of their stated purpose and how they relate to driving.
• Categories of licenses, as well as Professional Driving
• Permits are accurately identified and related to the vehicles to which they apply.
• The relationships between road transport and other modes of transport are explained in terms of the flow of freight, passengers and services, and the road transport industry is classified as a service industry.
• The volume of passengers and freight carried, as well as the number of people employed in the road transport Industry, are accurately identified, and career opportunities within the industry are identified, in terms of the possible roles in the road transport Industry and the opportunity for movement between these roles.
• Stated advantages to customers in using road transport are justified in terms of the characteristics of road transport.
• Types of road transport services are described in terms of their role in the movement of people and freight/goods and the type and configuration of vehicles required for service provision.
• Costs associated with the operation of Road Transport    
• Services are accurately identified and strategies for cost  reduction are identified in terms of the driver’s role in a road transport operations.

 

MODULE 2 - Describe vehicle components according to manufacturer specifications

• All specified vehicle components are accurately located and identified.
• They function only if vehicle components are described according to manufacturer’s specification.
• Effects of vehicle components on the safe and efficient operation of the vehicle are described according to manufacturer’s specification.
• Interaction between components is explained according to manufacturer specification.
• The effect of weather, road and traffic conditions on each of the components is described according to manufacturer’s specification.

 

MODULE 3 - Plan for road transport trips according to specified contexts

• Information is obtained pertaining to passengers/freight is comprehensive and relevant to route planning.
• Equipment is selected in accordance with selection criteria.
• Factors affecting service are described in terms of the potential impact on service.

 

MODULE 4 - Explain the impact of specific conditions in terms of vehicle and driver performance.

• The effect that weather, road and traffic conditions have on vehicle performance and driver actions is explained for specific contexts.
• The influence of driver actions on the cost effective and efficient operation of vehicles is explained in terms of relevant, specified efficiency and effectiveness criteria.
• The effect of internal psychological responses and medical conditions on driving performance is described in terms of how to manage these responses and conditions.

 

DURATION:

Theoretical/Practical training: 3 days

RATIO:

Theoretical/Practical training: 10 learners per Facilitator/Assessor

Download advertorial

SAQA ID: 113852

NQF LEVEL: 03

CREDITS: 10

OUTLINE

MODULE 1 - Prepare equipment and documentation according to specified procedures

• Introduction
• Documentation required for the trip or shift is completed according to organizational requirements
• Equipment is verified, installed or tested according to organisational requirements.
• Equipment affecting passengers is inspected for safety and comfort according to organisations specifications.
• Availability and functionality of appropriate securing and/or loading equipment and personal protective equipment is verified according to given procedures.

 

MODULE 2 - Collect payments and issue passenger tickets according to specified procedures.

• Correct fares are collected and correct tickets issued according to organisational fare structure.
• Pre-paid tickets are validated without error on applicable route, time of day and type of passenger.
• Correct change is returned with cash tickets to the satisfaction of all passengers.
• The effect of over- or undercharging customers, or giving short change to customers is described in terms of the effects of these actions on continued customer support and reputation or image of the organisation.

 

MODULE 3 - Adhere to service contractual specifications as specified.

• The implications of providing a commuter service within the contract/tendering system are described in terms customer satisfaction, organisation image, repeat business and profitably.

• The cost and customer satisfaction implications of penalties payable due to deviations from contractual service specifications are described in terms of own actions to avoid penalties on service contracts.

 

MODULE 4 - Provide operational information that meets specified requirements.

• All information on documentation is completed, accurately, comprehensively and legibly.
• Information is submitted on time and in accordance with organisational policies.
• Information affecting the service is communicated according to organisational requirements.
• Operational information on documentation is completed, accurately, comprehensively and legibly.

 

DURATION:

Theoretical training: 2 days

Practical Training: 2 hours

 

RATIO:

Theoretical training: 15 learners per Facilitator/Assessor

Practical training: Maximum of 5 learners per day

Download advertorial

SAQA ID: 7456

NQF LEVEL: 03

CREDITS: 05

OUTLINE

MODULE 1 - Use mathematics to plan and control personal, regional and/or national budgets and income and expenditure: Bank accounts, provincial and key elements of national budgets and tax

• Use mathematics to plan and control personal, regional and/or national budgets and income and expenditure.  Plans describe projected income and expenditure realistically; Calculations are carried out using computational tools efficiently and correctly and solutions obtained are verified in terms of the context; Budgets are presented in a manner that makes for easy monitoring and control; Actual income and expenditure is recorded accurately and in relation to planned income and expenditure. Variances are identified and explained and methods are provided for control

 

MODULE 2 - Use simple and compound interest to make sense of and define a variety of situations: Effective and nominal rates, commission, appreciation and depreciation.

• Use simple and compound interest to make sense of and define a variety of situations.  The differences between simple and compound interest are described in terms of their common applications and effects; Methods of calculation are appropriate to the problem types; Computational tools are used efficiently and correctly and solutions obtained are verified in terms of the context or problem; Solutions to calculations are used effectively to define the changes over a period of time.

 

MODULE 3 - Use mathematics to debate aspects of the national economy: Tax, productivity and the equitable distribution of resources.

• Use mathematics to debate aspects of the national economy.  Values are calculated correctly; Mathematical tools and systems are used effectively to determine, compare and describe aspects of the national economy; Debating points are based on well-reasoned arguments and are supported by mathematical information

 

DURATION:

Theoretical training: 2 days

RATIO:

Theoretical training: 15 learners per Facilitator/Assessor

Download advertorial

SAQA ID: 119465

NQF LEVEL: 03

CREDITS: 05

OUTLINE

MODULE 1 - Write/sign for a specified audience and purpose: Narrative, discursive, reflective, argumentative, descriptive, expository, transactional, business correspondence, electronic texts, multi-media presentations

• The purpose for writing/signing, the target audience and the context are clear in relation to the learning task or activity
• The text-type, style, and register selected are appropriate to audience, purpose and context
• Language appropriate to socio-cultural sensitivities is selected and used in an appropriate manner without compromising own values or arguments
• Writing/signing is well-structured and conveys its message clearly
• Critical thinking skills are used as strategies for planning
• Writing/signing reflects a clear point of view with sound reasons and facts to support arguments and logical development of a clearly articulated premise
• Research skills are evident in the way data and information relevant to the context is identified, located, selected and synthesised for inclusion in the final text: Accessing information from different sources, sorting, categorising, classifying, sifting for relevance, validity and reliability, recording, reporting, formulating conclusions

 

MODULE 2 - Use language structures and features to produce coherent and cohesive texts for a wide range of contexts

• Meaning is clearly expressed through the use of a range of sentence structures, lengths and types
• The use of paragraph conventions and links between paragraphs in texts, promotes coherence and cohesion in writing/signing. Their use is explained with reference to logical progression, cause and effect and/or contrast
• The overall structure of a piece of writing/signing is controlled and the conclusion is clearly formulated

 

MODULE 3 -Draft own writing/signing and edit to improve clarity and correctness

• Writing/signing produced is appropriate to audience, purpose and context.
• Corrections are an improvement on the original
• Control of grammar, diction/clarity of sign, sentence and paragraph structure is checked and adapted for consistency
• Logical sequencing of ideas and overall unity are achieved through redrafting.
• There is clear evidence that major grammatical and linguistic errors are edited out in redrafts
• Inappropriate or potentially offensive language is identified and adapted/removed: Obfuscation, excessive use of jargon, jargon used to exclude, insensitive choice of words, (gender, rank, hierarchies in familiar settings or organisations, family, sports, wealth) offensive or incorrect register
• Experimentation with different layouts and options for presentation is appropriate to the nature and purpose of the task

 

DURATION:

Theoretical training: 2 days

RATIO:

Theoretical training: 15 learners per Facilitator/Assessor

Download advertorial