SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Diploma: Aircraft Piloting 
SAQA QUAL ID QUALIFICATION TITLE
58008  National Diploma: Aircraft Piloting 
ORIGINATOR
SGB Aerospace Operations 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
TETA - Transport Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Certificate  Field 10 - Physical, Mathematical, Computer and Life Sciences  Physical Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 6  NQF Level 06  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 EXCO 07158/17  2015-07-01  2016-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2017-12-31   2019-12-31  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

Pilots often progress from being involved only in flying to performing piloting management functions. This requires career pilots who employ a common body of knowledge gained by study, research, experience, and practice. They are required to apply their competencies with imagination, intuition, good judgement, reason, ethics, integrity and responsibility to the management, operation and development of safe, efficient and comprehensive national and international aviation and aerospace systems.

The qualification has been designed to allow for the full personal development of the pilot and forms part of a learning and career pathway towards obtaining endorsements, licensing and aerospace management and command. This qualification therefore provides the opportunity through which competencies and provision could be standardised. The way in which the pathway can be navigated is through the achievement of clusters of unit standards that facilitate various military endorsements or licences and civilian pilot licences such as the Airline Transport Pilot Licence.

Qualifying learners will be able to:
  • Display airmanship that results in flight operations that comply with the requirements of national and international aviation standards.
  • Utilise an aircraft to deliver a service.
  • Consistently apply aviation resource management in the context of aviation operations.
  • Consistently provide leadership to a team in the context of aviation operations.
  • Plan, manage and lead a flight operation that will consistently achieve stated objectives in accordance with national and international aviation standards.
  • Analyse and apply knowledge of the physical environment to optimize operations within the aviation context.

    Rationale:

    The aerospace industry provides an effective domestic, regional and international mode of transportation. It also provides support for national and regional security as well as support to peace keeping efforts and foreign aid missions. The aerospace industry is a key role player in the transport sector, in search and rescue operations, in disaster relief, in providing humanitarian aid, in environmental management and in the promotion of aviation in the Southern African Development Economic Community (SADC) region. This qualification contributes to the South African aerospace industry, which strategically impacts on the Sovereignty of the State, crime prevention and the development of the national and regional economy.

    This qualification reflects the need from the aviation sector for pilots who are pursuing management careers within the aerospace industry. It provides learners with opportunities for career development and advancement within the broader context of the aerospace community so contributing to the provision of a safe, secure and viable aerospace environment.

    Career-pilots partake in the management side of operations and work within a complex, highly stressful, time-critical environment that demands rapid application of acquired competencies. This qualification therefore reflects the need and demand within the aerospace environment for career pilots who will be able to perform operational, managerial and leadership functions involving complex skills and the application of international processes, procedures and legislation contextualised within the aerospace environment. Learners who have achieved this qualification will contribute to reduction of risk in the aerospace industry.

    This qualification has been generated in accordance with the international legal framework and aligns South African piloting standards with international best practice. The occupations, jobs or areas of activity in which the qualifying learners will typically operate are, pilots, in-flight operations, aviation safety, aviation regulation, accident investigations and leadership in aviation contexts. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learners are competent in:
  • Flying an aircraft.
  • Understanding resource management in the context of aircraft operations.
  • Planning and conducting a flight operation in order to achieve stated objectives in accordance with national and international aviation standards.
  • Applying knowledge of the physical environment within the aviation context.
  • Consistently displaying airmanship that results in flight operations that comply with national and international aviation standards.

    Recognition of Prior Learning:

    The structure of this qualification makes the Recognition of Prior Learning (RPL) possible. This qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience.

    The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining the qualification. If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above. Some competencies acquired through non-formal learning may not be recognised for pilot licensing purposes.

    Access to the Qualification:

    Access to the qualification is open to any learner in possession of the National Diploma: Aircraft Piloting at Level 5 or equivalent.

    Note: Learners who do not satisfy international aviation medical requirements will be limited in terms of completing the qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
  • Learners must achieve all 82 credits in the fundamental component of the qualification.
  • Learners must achieve all 90 credits in the core component of the qualification.
  • Learners must achieve a further 68 credits from the elective component of the qualification.

    Learners must choose either one of two categories of elective areas: Fixed wing or rotary wing aircraft. Learners must complete all listed unit standards in these two categories:

    Fixed wing aircraft:
  • Perform take-offs, landings and go-arounds in a multi-pilot aeroplane.
  • Perform in-flight manoeuvres in a multi-pilot aeroplane.
  • Perform pre-flight planning for large aeroplanes.

    Rotary wing aircraft:
  • Fly a multi-engine helicopter in IFR and VFR conditions.
  • Perform planning for an IFR flight.

    In addition to choosing one of the above-mentioned categories, learners wishing to work within the civil aviation sector must complete the following two unit standards:

    Civil aviation stream electives:
  • Analyse operations at a major airport.
  • Perform multi crew operations.

    Learners must choose additional unit standards from the remaining elective unit standards to comply with the credits required to complete the qualification. 
    		•

    EXIT LEVEL OUTCOMES 
    Qualifying learners are able to:

    1. Critically review airmanship and its impact on flight operations that comply with the requirements of national and international aviation standards.
  • Range: Airmanship includes pilot proficiency; flight discipline; knowledge of aircraft and equipment; management of available resources; full appreciation of environmental conditions.

    2. Utilise an aircraft to deliver a service.
  • Range: Utilisation includes all phases of flight, under differing meteorological conditions and differing crew compositions.

    3. Apply resource management in the context of aviation operations.
  • Note: The application must be performed consistently.

    4. Provide leadership to a team in the context of aviation operations.
  • Note: The application must be performed consistently.

    5. Manage a flight operation that will achieve stated objectives in accordance with national and international aviation standards.
  • Note: Manage also includes leadership competencies.

    6. Analyse and apply knowledge of the physical environment to optimize operations within the aviation context.

    Elective Exit Level Outcome:

    7. Analyse functioning and operations of a major airport.

    Critical Cross-Field Outcomes:

    This qualification promotes, in particular, the following critical cross-field outcomes, as listed in the constituent unit standards:
  • Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
    > Planning and performing flights to achieve objectives within the constraints of the aeroplane limitations and regulatory requirements.
  • Working effectively with others as a member of a team, group, organisation, and community during:
    > Acting as a sole pilot or a member of a flight crew.
  • Communicating with Air Traffic Service (ATS) and organising the flight in cognisance to other air traffic.
  • Organising and managing oneself and one's activities responsibly and effectively when:

    > Planning ahead.
    > Complying with applicable legislation.
    > Performing appropriate checks and procedures.
    > Using checklists where appropriate.
    > Exercising command ability and manoeuvring the aeroplane within its limits in order to achieve the desired outcomes.
  • Collecting, analysing, organising and critically evaluating information to better understand and explain:
    > Identifying symptoms of instrument, system and engine malfunctions.
  • Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
    > Radio and cockpit communication is in accordance with standard procedures and phraseology to ensure clarity and brevity of communication is achieved.
  • Using science and technology effectively and critically, showing responsibility towards the environment and health of others when:

    > Proper and effective visual scanning to clear the area before and while performing advanced manoeuvres.
    > Operation of the aeroplane and its systems in accordance with the AFM/POH.
    > Taking prompt corrective action when tolerances are exceeded.
    > Flying the aeroplane in such a way that tolerance exceedences are kept to a minimum.
  • Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:

    > A high level of situational awareness is maintained.
    > Airspace restrictions and requirements are adhered to.
    > Curfews, noise abatement procedures and other measures to minimise disturbance to the environment and the public are observed.
    > Safe flying practice is maintained.
  • Being culturally and aesthetically sensitive across a range of social contexts. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • The role of airmanship is critically analysed in relation to risk analysis, situational awareness and prioritisation of tasks.
  • Flight environment knowledge is used to determine potential risks in order to manage flight operations.
    > Range: Flight environment includes but is not limited to: aircraft, traffic, practical physics, weather, visibility elements, airframe, engine, pilot, atmosphere, visibility and flight planning.
  • International standards and protocols are maintained in accordance with the current national and international legislation and regulations during a flight operation.
  • The functioning of the aviation system is promoted and enhanced through communication with role-players.
  • Crew members are guided and managed during normal, non-normal and emergency situations in accordance with flight manuals and organisational policies and procedures.
    > Range: Policies and procedures include but are not limited to the threat and error management principles.
    > Range: Crew includes but are not limited to on-board crew members, ground support members.

    2.
  • The aircraft is managed and controlled in accordance with flight manuals and operator's policies and procedures.
    > Range: Procedures includes but is not limited to, standard operating procedures or recommended operating procedures, normal procedures, non-normal procedures, emergency procedures and supplementary procedures.
  • Flight procedures are performed in accordance with flight manuals and operator's policies and procedures in order to deliver the required service.
  • The aircraft is navigated to maintain positional awareness and safe operations.
  • Unplanned situations are recognised in order to inform and execute recovery actions.
  • Unusual aircraft attitudes are identified and appropriate corrective action taken to return to normal flight.
    > Range: Unusual aircraft attitude refers to any roll, pitch or yaw orientation outside the normal flight conditions.

    3.
  • Crew members are prepared for work as a team to achieve required results and stated objectives.
    > Range: Preparing includes but is not limited to flight procedures, administration for flights, monitoring progress and standard operating procedures.
  • The flight environment is managed in order to achieve operational objectives.
    > Range: Flight environment includes but is not limited to both the on-board and external influences and resources including remote factors such pending problems or abnormalities or flight crew.
  • Human factors are monitored and evaluated in order to maximise performance of individuals and teams.
    > Range: Human factors include but are not limited to interpersonal communications, interactions, team functions and stress management.
  • Problems and risks are analysed and appropriate strategies implemented systematically.
  • Potential courses of action are analysed and prioritised in order to make an appropriate selection.
    > Range: Analysis includes but is not limited to consideration of; usefulness of resources, available resources, time constraints, group, task and individual needs.
  • Identified behavioural markers are displayed in the management of crew.
    > Range: Behavioural markers should include but are not limited to markers identified and validated as those applicable in the Southern African aviation context.

    4.
  • Principles of team work are applied in order to achieve objectives.
  • Motivation techniques are applied in order to motivate a team.
  • Leadership styles are analysed in order to select a style for a given situation.
  • Continuous feedback to and from the team is analysed and utilised to inform decisions and activities.
  • A systematic approach is displayed to determine the best course of action for a given set of circumstances.

    5.
  • Information is collated and analysed in order to synthesise a plan for the flight.
  • Available resources are organised and managed in accordance with the plan.
  • A risk assessment is conducted in order to develop mitigation strategies.
    > Range: Risks include but are not limited to environmental, physical and regulatory both apparent and perceived.
  • Responsibilities are allocated and agreed with the crew in accordance with the developed plan.
    > Range: Crew includes but is not limited to on-board crew members and ground support members.
  • The progress of the flight is continuously monitored in order to make adaptations to the plan as required.

    6.
  • Knowledge of meteorology is applied during flying operations.
  • Knowledge of aircraft construction is applied during flying operations.
  • Aircraft performance is analysed in order to optimise the achievement of operational objectives.
    > Range: Analyses include but are not limited to aircraft capabilities, safety issues, performance and aircraft loading.
  • Integrated instrumentation and flight management systems are utilised during flying operations.
  • Physical principles are interpreted in terms of their influence on high performance and high altitude flight.
    > Range: Physical principles must include transonic and supersonic airflow.

    Elective Exit Level Outcome:

    7.
  • The airport is analysed as an operating system.
  • Airport operations and services are analysed in order to determine efficiency.
  • The environmental impact of aircraft operations in the vicinity of an airport or aerodrome is analysed in terms of possible implications.
  • Aircraft-related airport emergency procedures are analysed to inform future decision making.

    Integrated Assessment:
  • Assessment practices must be, fair, valid, reliable and practicable, to ensure that no learner is disadvantaged. An integrated assessment approach must be incorporated into the learning programmes.
  • In this qualification the consistent demonstration of competence is critical in terms of the sophisticated environment in which the learner is operating.
  • Learning, teaching, coaching or mentoring and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.
  • Assessment of Communication and Mathematical Literacy should be integrated as far as possible with other aspects and should use practical contexts wherever possible. A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working or will work. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.
  • The term `Integrated Assessment` implies that theoretical and practical components should be assessed together. During integrated assessments, the assessor should make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational and reflexive competencies.
  • During the assessment of the practical components of this qualification the assessor must ensure that all underlying theoretical components are assessed in an integrated manner.
  • Assessors must assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
  • Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are evaluated in an integrated manner.
  • Standard Operating Procedures are used as guidance to harmonise and standardise training and a flight operation. Deviation from SOP's or omission of individual items occurs and should be allowed for during assessment if such deviation can be justified. Checklists however, contain critical items and must be followed. Thus deviation from a checklist should only be considered if the nature of an emergency or non-normality dictates such deviation as an appropriate behaviour. 
    		•

    INTERNATIONAL COMPARABILITY 
    The focus of this qualification is in line with international standards that deal with the so-called "commander" pilot competencies. These competencies relate to pilots flying large aircraft (aircraft with a certified mass of more than 5 700 kg) and pertain to flying conducted with passengers on board. This focus leads to the essential management and leadership skills needed to convert from purely flying an aircraft to delivering a client service with an aircraft. This qualification deals with these competencies.

    Piloting competencies and international qualifications are regulated by legislation and regulations. In order to fly an aircraft one must do so within the parameters of international regulations set by organisations such as the International Civil Aviation Authority (ICAO). A pilot will not be able to legitimately fly an aircraft if these international prescripts are not adhered to. Therefore these international standards were used for benchmarking this qualification. A comprehensive comparison has been done with the ICAO Regulations and by implication this qualification has therefore been benchmarked with 186 countries that are all signatories to ICAO.

    Certain countries also have national aviation authorities such as the JAA (Joint Aviation Authority), which operates and regulates aviation within Europe. The equivalent body in South Africa is the Civil Aviation Authority (CAA), which is regularly audited by ICAO to ensure that licensing of South African pilots is aligned with international prescripts and regulations. The CAA was instrumental in the generation of this qualification and an alignment with licensing requirements has also been completed based on the competencies outlined in the qualifications. This qualification outlines the competencies needed by pilots to obtain private pilot's licenses and commercial pilots licences.

    International comparability was conducted with the following countries to provide clear evidence that this qualification meets international standards:
  • United States of America: Federal Aviation Authority in America.
  • Europe: Joint Aviation Authority in Europe.
  • The standards set by the International Civil Aviation Organisation (ICAO) of which South Africa is a signatory.

    Collectively these bodies determine international standards for aviation and therefore South Africa has to comply with at least these standards and recommended practices. To this end the qualifications and unit standards include at least the requirements of the stated authorities and bodies. This qualification was benchmarked against the ICAO and FAA body of knowledge, ICAO training manuals, selected ICAO programmes, FAA Practical Test Standards, FAA Advisory Circulars, Civil Aviation Medical Institute research findings and FAA Inspector's manuals.

    Federal Aviation Authority (FAA)

    Civil Aero Medical Institute (CAMI)

    CAMI conducts research in four major areas, i.e.
    Forensic Toxicology and Aircraft Accident Research; Human Factors; Protection and Survival and Training Organisational Research. These competencies are covered in this qualification by unit standards which deal with the limitations of human performance within the aviation environment and survival techniques. Certain competencies in terms of the commander pilot and leadership competencies have also been captured in this qualification by the following two unit standards:
  • Command a flight operation or mission on a large aircraft.
  • Command during an emergency or non-normal situation on a large aircraft.

    Flight Standards

    The Federal Aviation Regulations (FARs) specify the areas in which knowledge and skill must be demonstrated by an applicant before the issuing of a pilot certificate or rating. The FARs provide the flexibility to permit the FAA to publish practical test standards containing specific TASKS (procedures and manoeuvres) in which competency must be demonstrated. Adherence to provisions of the regulations and the practical test standards is mandatory for the evaluation of pilot applicants. The Regulatory Support Division publishes various Practical Test Standards.

    The FAA "Practical Test Standards" are well developed, well documented and include; outcomes, assessment criteria and a range statement. Practical test standards form the basis for certification of airmen in the USA and comply with ICAO regulations. In this qualification the following practical test standards was incorporated into identified unit standards:

    Advisory Circulars (AC's)

    Whereas advisory circulars (AC's) are issued to provide guidance and information in a designated subject area or to show a method acceptable to the Administrator for complying with a Federal Aviation Regulation, where they are in alignment with South African legislation, they were considered for incorporation into identified Unit Standards within this qualification. Specific assessment criteria were written which were based on the following advisory circulars:
  • Aeronautical Decision Making.
  • Coordination Between Flight Crew members and Flight Attendants.
  • Crew Resource Management Training.
  • Currency and Additional Qualification Requirements for Certificated Pilots.
  • Passenger Safety Information Briefing and Briefing Cards.
  • Air Carrier Operational Approval.
  • Aviation Safety Action Programs.
  • Crew Resource Management Training.
  • Information Guide for Training Programs and Manual Requirements in the Air Transportation of Hazardous Materials.
  • Line Operational Simulations.
  • Noise Abatement Departure Profile.
  • Passenger Safety Information Briefing and Briefing Cards.
  • Pilot-In-Command Qualifications for Special Areas/Routes and Airports Reference Materials.
  • Subject Matter Knowledge Codes for Airmen Knowledge Testing.
  • Standard Operating Procedures for Flight Deck Crewmembers.
  • State and Regional Disaster Airlift Planning.
  • Large AC - Pilot's Handbook of Aeronautical Knowledge.
  • Large AC - Aviation Standard for (VOR) (DME) (TACAN) Systems.

    Research findings underpin much of the FAA Regulatory process and serve as valuable repository of valid information. The following research findings were considered for incorporation, where relevant, and where they align with South African Legislation, in the respective qualifications and unit standards:
  • A Human Error Analysis of Commercial Aviation Accidents Using The Human Factors Analysis and Classification System.
  • Analysis of Ditching and Water Survival Training Programs of Major Airframe Manufacturers and Airlines.
  • Summative Evaluation of the Collegiate Training Initiative for Air Traffic Control Specialists Programme; The Use of Weather Information in Aeronautical Decision-Making.

    International Civil Aviation Organisation (ICAO)

    The Chicago Convention

    ICAO became a specialized agency of the United Nations linked to Economic and Social Council (ECOSOC). The Air Navigation Bureau at ICAO headquarters provides technical expertise to the Assembly, Council and Air Navigation Commission in the following disciplines and respective sections: Aerodromes, air routes and ground aids; Accident investigation and prevention; Aeronautical information services and charts; Air traffic management; Communications, navigation and surveillance; Aviation medicine; Meteorology; Personnel licensing and training and Safety oversight. The Bureau develops technical studies for the Air Navigation Commission as well as recommendations for Standards and Recommended Practises (SARP's) relating to safety, regulatory and efficiency of international air navigation for the Council.
  • Annex 2 - Rules of the Air; Pilot Skills to make "Look-out" more effective in Visual Collision Avoidance (Circular 213) and Communications, Navigation and Surveillance (CNS) Section.
  • Operations and airworthiness is responsible for: he operation of aircraft: including flight preparation, fuel requirements, crew responsibilities, operating supervision, performance requirements. The programme for the prevention of controlled flight into terrain and approach and landing accidents. Flight procedures: including maintenance and development of new criteria and training and skills of procedure designers and development of supporting tools.

    Standards and recommended practises:

    Technical manuals

    Technical Manuals provide guidance and information in amplification of the International Standards, Recommended Practices and PANS, the implementation of which they are designed to facilitate.

    ICAO standards

    The ICAO Standards was adopted as the minimum base line and the ICAO recommendations as guidance to further develop the relevant unit standards. In this regard unit standards, where relevant, reflect the ICAO standards as purpose and range statements.

    ICAO Manuals that normally supplement the respective sections within ANNEXES and that serve as guidance material to comply with ICAO standards and recommendations were considered to:
  • Identify unit standards, not clear from the Annexes, and guide their respective placement in a unit standard matrix; Develop range statements and assessment criteria for the associated unit standards; Where so shown, use tasks or job descriptions to assist in identifying outcomes associated with the relevant unit standards; Range statements for the respective qualifications and/or unit standards; Reference to embedded knowledge.

    Europe

    Significant world best practises were observed and form part of the respective standards. Significant principles also emerged, such as recognising and building on existing experience and standards rather than re-inventing them.

    Joint Aviation Training Authority (JAA)

    The Joint Aviation Authorities (JAA) is an associated body of the European Civil Aviation Conference (ECAC) representing the civil aviation regulatory authorities of a number of European States who have agreed to co-operate in developing and implementing common safety regulatory standards and procedures.

    The JAA's work started in 1970 (when it was known as the Joint Airworthiness Authorities). Originally its objectives were only to produce common certification codes for large aeroplanes and for engines. This was in order to meet the needs of European industry and particularly for products manufactured by international consortia (e.g. Airbus). Since 1987 its work has been extended to operations, maintenance, licensing and certification/design standards for all classes of aircraft. The JAA publishes detailed syllabi and standards for Pilots and airline crew. These standards were incorporated in this qualification.

    Summary:
  • European countries comply with the JAA and the majority of them are signatories to ICAO.
  • American countries comply with FAA requirements and the majority of them are signatories to ICAO.
  • Operators operating into Europe complies with JAA.
  • Operators operating into the United States of America complies with JAA.
  • South Africa is a signatory to ICAO and as such has adopted their standard as base-line. 
    		•

    ARTICULATION OPTIONS 
    This Qualification articulates horizontally with the following:
  • BSc Aviation Management, Level 6
  • Bachelor of Administration: Aviation Management, Level 6
  • Bachelor of Commerce: Aviation Management, Level 6

    This Qualification articulates vertically with the following:
  • Bachelor of Technology: Safety Management, Level 7
  • Bachelor of Technology: Transportation Management, Level 7
  • Post Graduate Diploma: Transport, Level 7 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor and or moderator with an appropriate Education, Training, and Quality Assurance (ETQA) Body or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA`s policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as in the exit level outcomes described in the qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • Well-developed interpersonal skills, subject matter and assessment experience.
  • Well-developed subject matter expertise within aviation.
  • Competent in the exit level outcomes of the National Diploma: Aircraft Piloting Level 6.
  • To be a registered assessor with the relevant Education and Training Quality Assurance Body.
  • Detailed documentary proof of educational qualification, practical training undergone, and experience gained by the applicant must be provided (Portfolio of evidence). Assessment competencies and subject matter experience of the assessor can be established by recognition of prior learning.
  • The assessor must hold a recognised relevant civil or military flying instructor certification as applicable to the stream of assessment. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    Definitions:

    Airmanship:
    The application of the principles of skill, proficiency and discipline. It includes but is not limited to: knowledge of equipment, knowledge of self, knowledge of the environment, risks associated with flight operations, appropriate situational awareness and judgment.

    Situational Awareness:
    The perception of the elements in the environment within a volume of time and space, the comprehension of their meaning, and the projection of their status in the near future.

    Safe practice in flight operations:
    Means a systematic and proactive process that minimises risks to aviation and the public whilst integrating flight operations, technical systems and resource management.

    Consistently:
    Where the term consistently is used with regard to assessment or the need to display competence it should be undertaken in accordance with ICAO Standards and Recommended Practices.

    Notes:
  • Emotional Intelligence in this qualification should be contextualised to account for the aviation environment.
    > Note: Aviation environment here refers to the perception of own and other crew members' emotional status that can influence quality of performance and/or effectiveness of communication onboard the aircraft and/or with air traffic/mission control.
  • Learners who are not competent in the language proficiency standard for ICAO defined operational English at ICAO level 4 will find it difficult to meet licensing requirements.
  • Large aircraft include but are not limited to multi-engine, long-range or intercontinental, high performance and multi-crew aircraft.
  • Where the term "Cockpit Resource Management" is used it also means "Crew Resource Management" and vice versa.
  • Where the term "non-normal" is used it also means the term "abnormal" and vice-versa.
  • Where the term "Standard Operating Procedures" are used it also means "Operator Procedures" or "Operating Procedures" and vice versa.
  • The information contained in this qualification does not supersede any information contained in manufacturer's instructions or any law.
  • Flight operation refers to everything associated within the conduct of a single flight including the definition of the objective, planning, execution and review. This is distinguished from "flight operations" which refers to management of a fleet of aircraft. 
    		•

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  120300  Analyse leadership and related theories in a work context  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  120305  Analyse the role that emotional intelligence plays in leadership  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  243284  Command a flight operation on a large aircraft  Level 6  Level TBA: Pre-2009 was L6  15 
    Core  243288  Command during an emergency/non-normal situation on a large aircraft  Level 6  Level TBA: Pre-2009 was L6  15 
    Core  120060  Manage HF, UHF and data communication specific to aeroplanes  Level 6  Level TBA: Pre-2009 was L6  4 
    Core  120162  Navigate an aircraft with reference to radio aids  Level 6  Level TBA: Pre-2009 was L6  10 
    Core  243286  Perform aircrew related aircraft operations at an aerodrome  Level 6  Level TBA: Pre-2009 was L6  5 
    Core  120159  Perform instrument flight procedures  Level 6  Level TBA: Pre-2009 was L6  13 
    Core  243281  Perform pre- and post-flight procedures and administration  Level 6  Level TBA: Pre-2009 was L6  12 
    Fundamental  119032  Identify and deal with dangerous goods  Level 5  Level TBA: Pre-2009 was L5  13 
    Fundamental  243278  Analyse and apply safety principles in aviation  Level 6  Level TBA: Pre-2009 was L6  5 
    Fundamental  120158  Analyse the effects of aeroplane loading  Level 6  Level TBA: Pre-2009 was L6  4 
    Fundamental  243290  Analyse the purpose and functions of large aircraft components and emergency equipment  Level 6  Level TBA: Pre-2009 was L6  17 
    Fundamental  243282  Demonstrate the additional competencies required for conversion to a large aeroplane  Level 6  Level TBA: Pre-2009 was L6  10 
    Fundamental  120154  Demonstrate understanding of advanced aeronautical navigation  Level 6  Level TBA: Pre-2009 was L6  15 
    Fundamental  120160  Demonstrate understanding of advanced aircraft instrumentation  Level 6  Level TBA: Pre-2009 was L6  10 
    Fundamental  120149  Demonstrate understanding of advanced aircraft systems  Level 6  Level TBA: Pre-2009 was L6  8 
    Elective  243329  Perform night flying operations  Level 5  Level TBA: Pre-2009 was L5  3 
    Elective  243330  Perform planning for an Instrument Flight Rules flight  Level 5  Level TBA: Pre-2009 was L5  2 
    Elective  243285  Analyse operations at a major airport  Level 6  Level TBA: Pre-2009 was L6  15 
    Elective  120153  Apply knowledge of aircraft systems integration and data buses  Level 6  Level TBA: Pre-2009 was L6  12 
    Elective  115759  Conduct moderation of outcomes-based assessments  Level 6  Level TBA: Pre-2009 was L6  10 
    Elective  120148  Design Visual and Instrument Flight Procedures  Level 6  Level TBA: Pre-2009 was L6  18 
    Elective  117439  Disseminate information  Level 6  Level TBA: Pre-2009 was L6  15 
    Elective  117438  Inform policy  Level 6  Level TBA: Pre-2009 was L6  15 
    Elective  243283  Perform Extended Range Operations within Minimum Navigation Performance Specification areas  Level 6  Level TBA: Pre-2009 was L6  8 
    Elective  243277  Perform in-flight manoeuvres in a multi-pilot aeroplane  Level 6  Level TBA: Pre-2009 was L6  8 
    Elective  243280  Perform low visibility operations  Level 6  Level TBA: Pre-2009 was L6  8 
    Elective  243279  Perform multi-crew operations  Level 6  Level TBA: Pre-2009 was L6  11 
    Elective  243287  Perform pre-flight planning for large aeroplanes  Level 6  Level TBA: Pre-2009 was L6  11 
    Elective  243291  Perform Reduced Vertical Separation Minimums operations  Level 6  Level TBA: Pre-2009 was L6  8 
    Elective  243292  Perform take-offs, landings and go-arounds in a multi-pilot aeroplane  Level 6  Level TBA: Pre-2009 was L6  14 
    Elective  117428  Assess risk  Level 7  Level TBA: Pre-2009 was L7  15 
    Elective  117429  Assessing risk impact  Level 7  Level TBA: Pre-2009 was L7  15 
    Elective  117434  Conduct research  Level 7  Level TBA: Pre-2009 was L7  15 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.