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General Education and Training Certificate: Hygiene and Cleaning

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:

The primary purpose of this qualification is to develop in a learner, the foundational, practical and reflexive competencies required for a career in the Hygiene & Cleaning Services Industry.

Central to the qualification is the development of a culture of quality service and professionalism in a cleaning services environment. This qualification intends to produce cleaners who can find gainful employment in the cleaning industry.

This qualification will enable learners to access learning in a related field (e.g. Hospitality, Health Care, Wholesale and Retail, Food Production or Manufacturing etc), or a related branch of cleaning (e.g. Industrial, Hospital, Car Wash, Dry Cleaning and Laundry, Garden Services, Aircraft Cleaning or Textile Cleaning etc.).

Rationale:

The range of typical learners will include cleaners, team leaders, supervisors, temporary or relief cleaners and emerging entrepreneurs who currently, or who aspire, to operate in the cleaning industry at large.

It is recognised that Cleaning is a ‘feeder’ industry from which learners can move into other related sectors.

This qualification is designed as the first qualification in the learning pathway in the cleaning sector and is suited to the following occupations:
Cleaner.
Laundry assistant.
Car wash attendant.
Garden services.
Relief cleaner.
Room attendants.
Ward hostess.
Domestic worker.
Sculler.

The second qualification in the sector is suited to the following occupations:
Specialist cleaners in the cleaning industry (notably Textile, Laundry, Industrial and Health Care Cleaning).
Team Leaders.
Care givers.

Thereafter learners will access management qualifications, as they will assume positions of greater responsibility for the work of others in a team, company or organisation. They could move up to positions such as:
Municipal Waste/Environmental Health Officer.
Operations Manager in the Contract Cleaning Industry.
Laundry Manager.
Environmental Officer/Assembly Line Manufacturing.
Self-employment as independent cleaning contractor in the elective field of learning (e.g. Laundry, Contract Cleaning etc.).
Housekeeping Manager (Health Care Facilities, etc.).
Food Safety Officer (Food Production Facilities).
Internal auditor (quality systems) in the cleaning industry.

This qualification will help to transform the Cleaning Services Industry by:
Learners continually improving and projecting a professional image.
Instilling a culture of awareness that a clean, hygienic and safe environment will improve the quality of life for all South Africans.
Promoting international/world class standards and best practice in the cleaning sector.

The qualification aims to:
Allow employees within the industry to identify and pursue a career within the Hygiene and Cleaning Industry.
Provide a vehicle to enhance the dignity of workers in this industry and develop their sense of pride and job satisfaction.
Develop a better understanding of the industry amongst employees.
Enhance a code of ethics that includes viable and sustainable environmental management practices.
Provide consistent quality and safety standards.
Educate learners, clients and society at large about hygiene, for the purpose of improving general health by implementing best practice cleaning methods.
Expose aspirant entrepreneurs to opportunities to enter the formalised cleaning industry thus stimulating the economy.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

As this is an NQF Level 1 qualification, and therefore the starting point of a career and of training and development in the cleaning industry, no formal learning is assumed to be in place. It is preferable however that a learner accessing this qualification has attained competence in Communication and Mathematical Literacy at ABET Level 2 or the equivalent.

Recognition of Prior Learning:

This qualification can be achieved wholly or in part through the Recognition of Prior Learning.

RPL is particularly relevant for the recognition of knowledge and skills acquired over many years in the workplace for those already employed but who have no formal qualification. RPL will allow those persons to accumulate credits against Unit Standards in this Qualification for what they already know and can do.

The way in which prior learning will be assessed and/or determined will be agreed to jointly by the assessor and the learner in question. Use could be made of on-the-job tasks, the submission of a portfolio of evidence and summative assessment tools such as a written test. The techniques and tools that would be used for assessment of learners who have accessed the Qualification would be applicable to those wishing to undergo an RPL exercise.

The emphasis in RPL must be to give the learner every opportunity to demonstrate competence in the Specific Outcomes of the Unit Standards and the Exit Level Outcomes of the Qualification.

QUALIFICATION RULES

To be awarded the Qualification learners are required to obtain a minimum of 120 credits as detailed below.

Fundamental Component:

The Fundamental Component consists of Unit Standards in:
Mathematical Literacy at Level 1 to the value of 16 credits.
Communication at Level 1 to the value of 23 credits

All Unit Standards in the Fundamental Component are compulsory.

Core Component:

The Core Component consists of Unit Standards to the value of 68 credits all of which are compulsory.

Elective Component:

The Elective Component consists of individual unit standards from which the learner must choose unit standards totalling a minimum of 13 credits

EXIT LEVEL OUTCOMES

1. Recognise the importance of a healthy lifestyle by accepting own responsibility for life skills and wellness including HIV/AIDS.
2. Demonstrate understanding of the application of cleaning principles according to international/world class standards and best practice.
3. Clean generalised areas using cleaning principles according to international/world class standards and best practice.
4. Clean ablution areas using cleaning principles according to international/world class standards and best practice.
5. Clean floors using cleaning principles according to international/world class standards and best practice.
6. Demonstrate knowledge of and apply environmental awareness during the cleaning process.

Critical Cross-Field Outcomes

The Critical Cross-Field Outcomes are addressed throughout the individual Unit Standards. Any indication of how this can be done is indicated in each Unit Standard.

ASSOCIATED ASSESSMENT CRITERIA

Health issues and their impact on the quality of life are understood in relation to self, family and community.
Personal financial planning is understood and performed using basic financial principles.

2.
Work output is in line with specified cleaning requirements and quality principles.
Chemicals are used according to specified cleaning requirements and safety principles.
Customer requirements are met in accordance with service level expectations.

3.
Above the floor surfaces inside a building are cleaned according to the surface type and best cleaning practice.
Exterior areas around buildings are cleaned according to the surface type and best cleaning practice.
Small kitchens are cleaned according to the surface type and best cleaning practice.

4.
Toilets and urinals are cleaned according to the surface type and best cleaning practice.
Baths, showers and basins are cleaned according to the surface type and best cleaning practice.
Restrooms fixtures and fittings are cleaned according to the surface type and best cleaning practice.

5.
Hard floors are cleaned according to the surface type and best cleaning practice.
Resilient floors are cleaned according to the surface type and best cleaning practice.
Textile floors are cleaned according to the surface type and best cleaning practice.

6.
Waste is managed during the cleaning process according to environmental principles.
Environmental issues are understood in relation to the cleaning process and applicable regulations.

Integrated assessment

The assessment of competence in the cleaning industry needs to remain practical in nature, and should be conducted in the workplace, as far as possible.

There is a need for two kinds of assessment:
Formative assessment: Ongoing formative assessment, aimed at the development of learners.
Summative assessment: In which it can be seen whether under real life working conditions and in the presence of an industry-based assessor, a learner is able to demonstrate competency against a particular unit standard. The summative assessment can also be used as a diagnostic assessment tool aimed at identifying the learner’s skills gaps.