EuexImp Handbook for Implementation of Occupational Standards Final
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- MAPPING THE CERTIFICATES OF COMPETENCE AND COURSES
ANNEX D - 4 MAPPING THE CERTIFICATES OF COMPETENCE AND COURSES The idea here was to map the requirements of the certificates of competence required by people involved in the manufacture of mini-boosters. Because the certificates of competence are absolutely dependent on the individual having passed an approved course and maintaining their currency by attending annual updates within the company and 5-yearly refresher courses, it was clear that mapping the content of the approved courses would achieve our aim. The critical understanding in this process was that a well-designed course will take as its basis the knowledge and skills that the student is expected to be able to demonstrate at the end of the course, i.e. the outcomes. These are often listed or articulated in some detail as ‘Training Objectives’ or ‘Learning Objectives’. Now, each of the occupational standards is written as a set of performance and knowledge criteria which are the outcomes of training and experience that an individual is expected to be able to demonstrate to be deemed competent against that Standard. The content of NOS 4.13 – Separate recoverable materials and waste produced by the explosive process - is shown here by way of example: ANNEX D - 5 In order to map the course content against the Standards, we simply took each of the Standards as a detailed learning objective and considered: • Does the course include the subject of the Standard? • Do the relevant lessons include all of the performance and knowledge criteria relevant to the Standard? • Is the individual required to demonstrate their ability in each of the elements? The next stage of mapping was to ask these questions of the Standards against each of the courses required by people involved in the production of mini-boosters. It was important not to consider this ANNEX D - 6 in terms of the role profiles, considering only the course content. This distinction ensured that we did not stray into trying to ‘make things fit’. It was important that we had a clear idea of: • The Role Profile, i.e. what we believed the individual is required to be able to do • The Statutory Courses required, i.e. what the State requires individuals to be taught We could then compare the two lists of Standards to identify any gaps. We could then compare the two lists of Standards to identify any gaps. The curricula of the SGH and SGL courses are outlined here: Curriculum SGH (5 day course) 9. Legal foundations • German law of explosives (regulation relating to explosive material) • Regulation about Occupational Safety and Health • Regulation about Immission and Environmental Protection: • Regulation for the transportation of dangers goods (ADR) • Administrative offense and criminal law 10. General definitions in the explosive area • History of the explosives • Definition in the explosives area • Impact of explosives material • Test methods for explosives 11. Chemical and physical properties of explosives material 12. Structure, characteristics, Function and disposal of • Igniter and detonator • Explosives material, detonating cord • Propellant charge 13. Composition/composing of objects with explosives • Cartridge ammunition • Rockets with solid propellants • Parts and components of explosives 14. Analysis and evaluation of accidents and incidents 15. Practical demonstration of the function of different explosives 16. Examination Curriculum SGL (4 day course) 10. Introduction to the subject • General definitions in the explosive area and in the pyrotechnics ANNEX D - 7 • Impact of explosives material and pyrotechnic articles and compositions • Explanation of explosives materials and pyrotechnics which are dispatched 11. General regulations and rules • Special regulation for the transportation of explosives material and pyrotechnics • Tasks and responsibilities of the people who carried out the transportation process • Requirements of the explosives material and pyrotechnics for the transportation • Duties of the responsible people regarding to the safety and security 12. General properties of dangerous goods 13. Documentation concerning the transportation and storage of dangerous goods 14. Types of vehicles and transport, enclosures, equipment 15. Inscriptions, labeling and information of dangerous goods 16. Carrying out of transportation process 17. Activities after accidents and incidents in connection with transportation and storage 18. Examination At the end of the process, we had a second spreadsheet showing … Yüklə 4,46 Mb. Dostları ilə paylaş:
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