Accreditation Model for registration in the GISc
Technician category with Plato
1. RATIONALE:
The accreditation model for registration in the GISc Technician category with
PLATO was developed to comply with the requirements of the PLATO act (Act
40 of 1984). The academic model is based on the National Diploma in
Geographical Information Science, level 5 qualification, generated in terms of
the National Qualifications Framework (NQF) and the SAQA act (Act 58 of
1995). The GISc Standards Generating Body (SGB), GISSA as well as other
relevant stakeholders developed and generated the qualification. The details
of the qualification on which the academic model is based can be obtained
from the SAQA (http://regqs.saqa.org.za/) web site and a copy is also
available on the GISSA (http://www.gissa.org.za/) web site. Qualifications
developed by the GISc SGB are to be revised at least every 3 years and it is
recommended that the academic model(s) based on these qualifications must
be reviewed at the same time.
The academic model represents a planned combination of learning outcomes
with a defined purpose in that they consist of the minimum essential theory
and applied competence required by the GISc profession and those learners
who seek to be recognised by the profession for formal qualifications and
registration as a GISc practitioner.
There is a high demand for learners who are able to apply their competence
within the parameters of the legislative framework regulating the GISc
profession and formal recognition at this level is beneficial to learners, the
industry and society in the order of sustainable employment, increased
productivity levels and the health and safety of communities.
Learners who wish to register with PLATO are assumed to have the
equivalent competencies reflected as „Learning Assumed to be in Place‟ in the
individual unit standards that make up the academic model. The fundamental
competencies in the academic model correspond with those found in other
technologies at NQF Level 5 to ensure portability of credits between other
relevant qualifications at this level.
Wide stakeholder participation in the development of the National Diploma in
GISc qualification and the subsequent academic model has ensured that the
learning outcomes are relevant to national and industry skills development
needs and learners will be able to transfer their credits from one learning
institution and/or employer to another. The development and guidance of
learners is facilitated by persons who have achieved the level of qualification
recognised by the industry for certification and registration as a GISc
Technician.
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2. PURPOSE:
This academic model has been developed for the Geographical Information
Science (GISc) occupational area. It aims, through a planned combination of
unit standards, to equip learners with skills and knowledge to undertake GISc
related tasks and duties in an operational environment; by applying spatial
data in different forms for specified outcomes.
The academic model has been developed to further assist with professional
advancement across the GISc industry and will allow learners to register as a
GISc Technician in the Geographical Information Science study field.
On achieving a qualification that meets the requirements of the academic
model a learner will be able to:
Collect, capture and exchange data under supervision from various
formats and sources
Manipulate and visualise the data under supervision to meet the stated
requirement
Manage a database to store the required data sets and develop simple
SQL queries
Operate effectively as a GISc Technician in a professional practise.
2.1 Environment:
The academic model address environmental issues, which are relevant to the
field of Geographical Information Science by allowing for the socio-economic
empowerment of learners whilst simultaneously improving the skills base of
the country, and underpin the countries economic development, planning,
infrastructure and sustainable property and agricultural development.
It further explores the IT environment linking spatial data to their attributes
stored in a secured computerised system that is underpinned by a proper
disaster recovery facility.
3. LEARNING ASSUMED TO BE IN PLACE:
It is assumed that a learner entering a programme leading to a qualification
based on the academic model has achieved at least a FET Certificate at NQF
level 4 or equivalent, and is proficient in Numeracy including Mathematics and
in Communication including writing of technical reports and has several years
GIS related experience. If that is not the case then the provider of the
programme must include sufficient content in the course to bridge the gap.
4. RULES OF COMBINATION AND CREDIT ALLOCATIONS:
In order to qualify for Technician status, students must have completed in
terms of the academic model unit standards comprising of 240 credits. The
academic model is made up of Fundamental and Core unit standards and a
selection of Elective unit standards. Of the 240 credits, the qualification must
include the entire Fundamental and Core unit standards. Additionally it must
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also include a selection of 35credits of the Elective unit standards. However,
there are 176 credits from the Elective unit standards to choose from, which
will allow the flexibility for each qualification to specialize in a preferred
direction.
When evaluating qualifications against the academic model, the
assessor must take into consideration the specific outcomes stated
under each individual unit standard listed in the schedule below. Details
of each unit standard are available on both the SAQA and GISSA web
sites.
1 credit = 10 notional hours including lectures, practical, studies etc
F – Fundamental, C – Core, E = Elective/Optional (Fundamental and Core =
Must Have)
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Mathematics & Statistics
5 F US ID 119335 Conduct and apply statistical analyses 15
required to make informed public sector
finance decisions
5 F US ID 12432 Use mathematical and statistical techniques 20
effectively
5 F US ID 242714 Apply elementary statistical methods 5
5 F US ID 243840 Use and apply matrices and graphs to solve 2 42
systems of equations and network problems
6 E GISc ID 147 Understand concepts and theory of sampling 2 2
strategies.
Page 3 of 22
Mathematics & Statistics - Guidelines to the provider, learner and
assessor:
The following range serves as a guide to what can be expected in this
study area. The level and defined outcomes of the qualification must be
considered in the preparation and assessment stages.
Construct and use tables and graphs to organise and interpret information.
Quantitative information represented graphically (bar graphs, line graphs, pie
charts and pictographs etc).
Describe, analyse and interpret tables and graphs (Describe, analyse and
interpret tables and graphs to determine and describe trends and patterns, and
make predictions).
Construct simple tables and graphs (simple tables and graphs to represent
quantitative data and select appropriate graphs according to the type of data)
Explain use of tables and graphs and evaluate graphs (Explain the use of tables
and graphs and evaluate graphs for appropriate representations of data and for
possible misleading representation of data.)
Mathematical and statistical techniques, application range mathematical
techniques, applicable mathematical theory, and application.
Costing, estimating and budget calculations.
Page 4 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Work Ethics
120476 Adhere to professional conduct and
5 F organisational ethics 4 4
Demonstrate an awareness of ethics and
5 E 114055 professionalism for the computer industry in 3
South Africa
5 E 252446 Acquire copyright permissions 10 13
Work Ethics - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this
study area. The level and defined outcomes of the qualification must be
considered in the preparation and assessment stages.
Working relationships, colleagues, clients, roles and responsibilities identified,
work relationships clarified, employment conditions confirmed, reviewing and
changing roles, communication and interaction skills.
Team co-operation in production, scope of personal discretion, limitations
identified, cooperative behaviour identified, effective planning and execution,
treatment of others.
Evaluating proposals and selecting preferred option, useful, applicable, within
competitive budget, explore alternatives.
Conceptualising plans, key objectives, performance levels, budget, milestones
and actions.
Delegating tasks, resources, service provider, performance criteria, tasks and
activities.
Tracking projects, monitor and evaluate, analyse results, action, project plan
discrepancies, remedial action.
Identify, organise and co-ordinate project life cycle phases.
Nature of the project, deliverables and structure, major phases, project
environment,
Criteria for working as team member, behaviour, team dynamics,
Collaborating with other team members, support, consultation, authority,
collaboration.
Making a positive contribution to team coherence, image and spirit, needs and
objectives, methods and techniques, actions, trust and support, feedback.
Respecting personal, ethical, religious and cultural differences, differences
identified, respect, behaviour.
Page 5 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Geographical Literacy
6 C GISc ID 199 Demonstrate an understanding of the context 4 4
of GI Science.
Geographical Literacy -Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The
level and defined outcomes of the qualification must be considered in the preparation
and assessment stages.
Geomorphology, structural geology, integrated environmental management, environmental
impact assessment, urban environments, rural environments.
Interpret national and world map. Geography concepts and principles, (Principles of
geography and map work, Location of countries and capitals on the world map)
Concept of urban and rural areas, currency and rates of exchange
Principles of Latitude and Longitude, Time Zones, principles of International Trade, Borders
and Trade Cycle. Relationship between South Africa and trading partners regarding
forwarding and clearing activities.
Human systems (demography, economics, human settlement, culture), physical systems
(landforms, change, biosphere, atmosphere, hydrosphere), basic geographic concepts (place,
relationships, movement, mental maps), human interaction with environment (use, impact,
interaction).
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Physics
5 C 244501 Apply image analysis methodology 12
5 C 244539 Apply image analysis techniques 8 20
Physics - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The
level and defined outcomes of the qualification must be considered in the preparation
and assessment stages.
Electromagnetic radiation (ER), electromagnetic spectrum, interactions of ER with the
atmosphere and the implications thereof, interactions of ER with surfaces, spectral properties
of objects, image formats, colour models, image manipulation and representation, visual
image interpretation, sensor platforms (aerial and satellite), resolution (spatial, radiometric
and temporal), sensor design, orbits, satellite systems (active and passive).
Digital Images; laser scan, radar, spectral.
Aerial photography (camera characteristics, geometric characteristics)
Kinematics – the mathematics of motion; vectors and coordinate systems; force and motion;
linear, planar and circular motion; Newton‟s third law: impulse and momentum; energy; work;
rotation of a rigid body. Electro-statics; Coulombs law; Electric fields; Electric potential energy;
electric potential.
Page 6 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Data Capture
6 C US ID 116829 Demonstrate knowledge of capture methods 7
for primary spatial data.
6 C GISc ID 223 Develop a basic understanding of GIS data 6
structures for data acquisition.
6 C GISc ID 224 Understand data quality and meta data. 10
6 C GISc ID 218 Capture geo-information from secondary data 5
sources
6 C GISc ID 226 Assess fitness for use of spatial data. 13 41
6 C GISc ID 229 Use field data capture devices. 7
6 C GISc ID 230 Demonstrate knowledge of sources for spatial 4
data.
6 C US ID 3456 Demonstrate basic GPS knowledge. 4 15
Data Capture - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The
level and defined outcomes of the qualification must be considered in the preparation
and assessment stages.
Principles and working of GPS (static, kinematic and real-time) satellite systems positions and
errors, traditional surveying techniques (instrumentation and principles), dumpy level, laser
range finder. Administer questionnaire. Remote sensing principle and techniques, aerial
photography, photogrammetric data capture principles and techniques; principles and
techniques of laser scanning, digitizing (from map compilations and ortho-images), coordinate
capture. Census sampling techniques, metadata and standards, policies, quality; data quality
principles, documentation and application, data accuracies and standards, understanding GIS
data sources/custodians, GIS data structures, spatial data models, digital elevation models,
spatial data transformations. Data capture rules and procedures. Data checking and
documentation.
Edit, code and capture data, Extract open-ended responses, Code correctly, neatly and
accurately. Accurate data capture, appropriate technology, understand techniques and
methods, procedures and systems
Capturing methods for primary spatial data, GPS principles, conventional surveying
techniques.
Primary data sources (as identified by the Committee for Spatial Information). Other data
sources for vector and raster. Establish data capture environment. Understanding basic
theory and principles of spatial data models. Capture geo-information from secondary data
sources
Page 7 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Data Exchange
6 C GISc ID 204 Understand various spatial and attribute data 7 7
transfer formats.
Data Exchange - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The level and
defined outcomes of the qualification must be considered in the preparation and assessment
stages.
Knowledge of GIS data sources/custodians, GIS data structures, spatial data models, digital elevation
models, spatial data transformations. Data capture rules and procedures. Data checking and
documentation.
Understanding of capturing methods for primary spatial data, GPS principles, conventional surveying
techniques.
Understand primary data sources (as identified by the Committee for Spatial Information). Other data
sources for vector and raster. Understanding basic theory and principles of spatial data models.
Understanding of capturing methods of geo-information from secondary data sources.
Knowledge of some common vector data formats (ESRI, GeoMedia, Mapinfo, ReGIS, Autodesk), data
exchange, import and export (DGN, ESRI MDB, MIF, MID, ESRI SHP, ESRI E00, ESRI Coverage,
GeoMedia MDB, MXD, DMP, Oracle, SDO.
Knowledge of various ASCII formats;
Knowledge of raster data formats (ERS, ECW, MrSID, IMG, HDR, JPG, TIFF, PNG, BMP). Understand
attribute data formats (DBF,MDB, ASCII, SQL).
Page 8 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Data Manipulation
6 C US ID 11820 Select a map projection and transform data 3 3
between projections or ellipsoids.
Data Manipulation - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The level and
defined outcomes of the qualification must be considered in the preparation and assessment
stages.
Map projections, co-ordinate systems and transformations; vector and raster data
structures and algorithms; digital elevations models, TIN and general digital terrain applications in
environmental and temporal studies; database concepts of GIS; error modelling and data uncertainty:
design and presentation of spatial data.
Transform data between projections or ellipsoids, ellipsoidal representations of earth. Ellipsoidal
coordinate systems (Geocentric coordinates, longitude, geocentric latitude, geodetic latitude, and
auxiliary latitudes). Reference systems and frames, World Geodetic System 1984 (WGS84), Clarke
1880)
Map projections. Conformality, equivalence, equidistance, and minimum-error. Projection distortions
(Equal area projections, conformal projections, and conventional projections.)
Projection specifications and transform. (Azimuthal, Cylindrical, Conical, Aspect)
Transform between map projections and ellipsoids (Universal Transverse Mercator (UTM), Gauss
Conform, Alber`s Equal Area, Lambert`s Conformal Conic).
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Databases
114049 Demonstrate an understanding of computer
5 C database management systems 7 7
6 C GISc ID 15 Develop simple SQL queries. 4 4
Databases - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The level and
defined outcomes of the qualification must be considered in the preparation and assessment
stages.
Simple SQL query under supervision. Combination of simple alphanumeric queries (Boolean operators
and SQL queries using 2 tables). Multiple alphanumeric selection queries created
Page 9 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Professional Practice
15234 Apply efficient time management to the work
5 C of a department/division/section 4
115833 Monitor, assess and manage risk
5 C 6
15229 Implement codes of conduct in the team,
5 C department or division 3
116832 Manage a work process.
5 C 3 16
Interpret the Professional and Technical
6 E US ID 11830 Surveyors` Act, no. 40 of 1984 and the rules 3
framed there under.
5 E 119176 Respond to a request for proposal 5
Develop, implement and manage a project or
5 E 10043 5 13
activity plan.
Professional Practice - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The level and
defined outcomes of the qualification must be considered in the preparation and assessment
stages.
Project scope; prepare GI system solution (software and data), Develop project (import or capture data,
link spatial and attribute data) spatial operations (create buffer and select within). Develop map reports
(design base map, analyse distribution, thematic maps with ranges)
Drawing office administrative procedures. Estimate cost implications. Identify and retrieve stored data.
Distribute data. Plan storage retrieval system. Monitor and control implementation of filing retrieval
system.
Page 10 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: GIS Software
GISc ID 351 Complete an original, basic GIS project under
6 C 8
supervision)
US ID 116819 Apply basic Geographic Information System
4 C 2 10
(GIS) vector software functions
GIS Software - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The level and
defined outcomes of the qualification must be considered in the preparation and assessment
stages.
Launch application and access spatial information
Perform basic queries and data manipulation
Product basic outputs
Perform computer aided survey draughting (CAD), knowledge related to computer-aided draughting
(CAD) (theory, principles, application), disk operating systems, coordinate systems (Gauss Conform,
WGS84, local (engineering))
Perform computer-aided draughting, Data imported, converted and manipulated, Conventional
draughting techniques, Plotting procedures,
Page 11 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Map Production
6 C US ID 11822 Execute the creation of cartographic products 8
according to cartographic specifications and
design standards.
6 C GISc ID 70 Demonstrate an understanding of map 4
composition elements in map production.
6 C GISc ID 71 Demonstrate an understanding of different 4
visual variables used on maps.
6 C GISc ID 72 Demonstrate an understanding of map design 3 19
and layout
Map Production - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The level and
defined outcomes of the qualification must be considered in the preparation and assessment
stages.
Design cartographic product to cartographical specifications and design standards.
Different cartographic products and design criteria. Characteristics and uses of different map types, map
design principles, cartometry. Design and evaluate a map. Cartographic evaluation methods.
Select a map projection for cartographic design and production
Concepts associated with Map Projections. Principles, terms, theories, purpose (Polar case, Equatorial
case, Oblique case). Characteristics (Conformality, Equivalence, Distance, Direction, Conical,
Cylindrical, Plane). Geodetic concept.associated with Map Projections. Theory and principles of ellipsoid,
Geoid and Spheroid.
Map Projection for Cartographic Design and Projection. Preserve Shape, Area, Direction and Scale
Visual variables for point (symbol, shape), line (width, style, colour) and polygon (size, shape, patter,
colour) data. Use of different charts (pie, bar etc)
Graphic elements of map design (clarity, legibility, contrast, balance, symbols).
Plan a map design. Demonstrate understanding of map generalization. (Generalization, simplification,
classification, qualitative and quantitative symbolization), include fundamental elements, spatial
contextual reference, map grid, technical, legal and symbol references.
Page 12 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Photogrammetry for orthophoto and map production
6 C GISc ID 191 Demonstrate a basic knowledge and 8
understanding of photogrammetry.
5 C GISc ID 392 Demonstrate a fundamental knowledge and 3 11
understanding of photogrammetry.
Photogrammetry for orthophoto and map production - Guidelines to the provider,
learner and assessor:
The following range serves as a guide to what can be expected in this study area. The level and
defined outcomes of the qualification must be considered in the preparation and assessment
stages.
Aerial photography (camera characteristics, geometric characteristics)
photographic scale, (scale, photo scale formula)
ground control (identification and use) science of photogrammetry (raw aerial photographs, steriometric
image formation, digital elevation models, ortho photo characteristics)
flight planning for aerial photographs (target area, date range, flight lines, scale, ground control).
Page 13 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Remote Sensing – Concepts and foundation
6 C GISc ID 352 Understand the basic principles of Remote 4
Sensing Imagery.
6 C GISc ID 353 Demonstrate a capability to perform visual 4 8
image interpretation of prescribed aspects of
the real world.
5 C 244519 Administer the image acquisition process 10
5 C 244509 Analyse the effect of damage on imagery 5
Analyse an image acquired by an active
5 C 244516 12 27
sensor
Remote Sensing – Concepts and foundation: - Guidelines to the provider, learner and
assessor:
The following range serves as a guide to what can be expected in this study area. The level and
defined outcomes of the qualification must be considered in the preparation and assessment
stages.
Electromagnetic radiation (ER), electromagnetic spectrum, interactions of ER with the atmosphere and
the implications thereof, interactions of ER with surfaces, spectral properties of objects, image formats,
colour models, image manipulation and representation, visual image interpretation, sensor platforms
(aerial and satellite), resolution (spatial, radiometric and temporal), sensor design, orbits, satellite
systems (active and passive). Remote sensing systems, technologies and advantages.
Characteristics of remotely sensed images (stereo, image bands). Feature identification
Geo-reference image / remote sense data according to specifications
geo-referencing and or ortho-rectification of imagery, ground control points, resampling methodology,
geometric transformation algorithm (Affine, Polynomial, Perspective).
Image evaluation. Image metadata
Mosaicing concepts and imagery, image geometry, colour balancing, filtering, feathering, resampling,
colour models, geometric manipulations, radiometric corrections.
Page 14 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Spatial Awareness
6 C GISc ID 40 Work with map projections. 6
5 C US ID 14277 Select a map projection for cartographic 4
design and production.
5 C GISc ID 391 Read hard copy maps. 3 13
Demonstrate an understanding of the basic
6 E GISc ID 194 6
principles of spatial data.
Demonstrate an understanding of topology for
6 D GISc ID 201 4 10
storing spatial data.
Spatial Awareness - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The level and
defined outcomes of the qualification must be considered in the preparation and assessment
stages.
Visual perception, graphicacy, cartographic communication (including information sense-making,
information use and information-knowledge transformation), graphic space, symbology (point, line, area,
pictorial, 3-D), colour, cartographic design, typonomy, generalization, map use, general purpose maps,
relief representation, thematic maps (including statistical mapping), image maps, intellectual property
rights and copyright, privacy rights, information economics, computer-assisted cartographic systems,
map printing
Map use, symbol interpretation, map references, map scales, distance conversions, use of coordinate
systems, position identification, true and magnetic north, bearing measurement, topography
interpretation, landform identification, route planning, folding and use of map.
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Spatial databases
6 C 8
GISc ID10 Be aware of the principles of spatial data in
database.
8
Spatial databases - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The level and
defined outcomes of the qualification must be considered in the preparation and assessment
stages.
Unique identifiers, Map label properties, Spatial data types, Location and spatial reference identification,
spatial data indexes
Page 15 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: Spatial Analysis
Perform basic spatial and hybrid queries under
6 E GISc ID 11 supervision. 11
Process and or create simple cartographic
6 E GISc ID 14 models under supervision. 12
6 E GISc ID 120 Understand concepts and theory of networks 10 33
Spatial Analysis - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The level and
defined outcomes of the qualification must be considered in the preparation and assessment
stages.
Vector spatial queries, identifying and measuring feature instances. Coincidence, adjacency,
containment and intersection, buffering and proximity. Union and overlay.
Raster spatial queries: pixel position, band values, filters applied, binary buffering queries, overlaid,
Simple spatial queries: multiple simple raster and vector, combined simple raster and vector, Boolean
queries
Hybrid queries: combined simple alpha and vector/raster queries.
Cartographic modeling: terminology, inputs and outputs, types of operations and equations,
standardization.
Simple cartographic model: symbology, process, equations, error propagations, execution
Development stages: problem, expected outcome, input and parameters, processes.
Presentation: symbology, methodology, legend
Diagrams components: shapes, arrows and connectors, annotation, legends, decision nodes.
Schematic diagrams: block, data model, process flow, project schedule, data flow. Define, create,
annotate, revise.
Principles of triangulated irregular network (TIN), attributes, advantages, applications,
Simple surface derived analysis, slope, aspect, contours, viewshed, hill shading
Profiles, cross section, linear long section, curvilinear long section, nautical profile
Visualization of TIN‟s , prospective views, draping features, line of site, wire frame model,
Volumes from surfaces, cut in a TIN, fill in a TIN, multiple surface cuts and fills, tunnel through a TIN
Networks, components, relationships, connectivity rules, directionality
Network applications, traffic, pipeline, cable and hydrology networks
Basis network analysis, catchment areas, route tracing, analysis interpretation. Route analysis
Networks, nature of linear networks, geometric characteristics, spatial attributes, differences and
similarities, examples.
Network data structure, vector representation, connectivity matrices, topological relationships, linear
reference measures, dynamic segmentation
Existing network model, network modeling concepts, purpose, required data, required parameters,
execute, generate results, interpret, impact of incorrect data.
Page 16 of 22
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Training
5 C 15
115753 Conduct outcomes-based assessment
5 C 8
7876 Conduct on-the-Job-Training
23
Training - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The level and
defined outcomes of the qualification must be considered in the preparation and assessment
stages.
Definition of OBE. Essential concepts in training. CHET manual on OBE. Training procedures, notes,
measures and assessment.
NQF Sub
Level F/C/E ID Number Unit Standard Title Credits Totals
Study Area: IT
14910 Apply the principles of Computer
4 E Programming 8
14909 Describe the difference between
4 E programming in object orientated and 4
Procedural languages
114183 Apply the principles of resolving problems for
5 E single-user and multi-user computer 7
operating systems
114048 Create database access for a computer
5 E application using structured query language 9 28
IT - Guidelines to the provider, learner and assessor:
The following range serves as a guide to what can be expected in this study area. The level
and defined outcomes of the qualification must be considered in the preparation and
assessment stages.
Introduction – Computing in Geomatics and GIS, Programming paradigms.
Essential concepts in programming, Input/Output and essential data formats, Structured
programming, Extended data types, O-O programming, Trignometric functions and examples in
Geomatics, 2D Graphics, development of GIS functionality in general programming environments,
customisation of GIS using scripting languages, extension of attribute management through external
DB links and SQL.
Total credits 381
Page 17 of 22
5. EXIT LEVEL OUTCOMES:
On achieving a qualification that complies with the academic model a learner
will be able to undertake work in the field of Geographical Information
Science, in any working environment by:
Exit Level Outcome 1.
Collect and capture data under supervision from various formats and sources
Associated Assessment Criteria
Digital data files in different physical formats are imported into the
dataset.
Data sets in different co-ordinate systems are transformed into an
appropriate target co-ordinate system
Source data at different levels of accuracy, currency and scale are
manipulated for the target data set.
Data are collected from various data sources
Meta data should be included in all data sets
Range:
Sources: Including but not limited to Government and private data
providers, Internet, other systems (e.g. financial data), paper maps,
multi-spectral satellite imagery and aerial photography, alphanumeric
data, digitising.
Exit Level Outcome 2
Manipulate and visualise the data under supervision to meet the stated
requirement
Associated Assessment Criteria
A given dataset is effectively analysed to assist the end user in making
an informed decision.
The data is symbolised in a way, which will allow for visual
interpretation and decision-making.
Exit Level Outcome 3
Manage a database under supervision to store the required data sets and
develop simple SQL queries
Associated Assessment Criteria:
A database to facilitate efficient and correct results is managed.
The database is populated with batch importing and single record
capturing
Data is captured in an accurate and consistent manner.
Page 18 of 22
The data is analysed and queried in an effective way to assist in
decision making
The relevant data is backed up to enable restoring of all the data in the
case of any data loss.
Exit Level Outcome 4
Operate effectively as a GISc Technician in a professional practise.
Associated Assessment Criteria
Projects are managed according to specification, on time and within
budget
Ethical principles are applied in all decisions
Team members are co-operated with in such a way that optimal
performance is achieved.
6. CRITICAL CROSS-FIELD OUTCOMES:
This academic model promotes, in particular, the following cross-field
outcomes:
6.1 Ability to solve problems
When analysing data in order to make informed decisions.
When managing projects according to specifications, while meeting
dead lines and budget constraints.
6.2. Work effectively with others as a member of a team / group /
organisation or community
When sourcing data from different custodians.
When analysing data and assist users to make informed decisions.
When managing team members to achieve optimal performance.
6.3. Organise and manage oneself and one’s activities responsibly
and effectively
When performing the work in accordance with industry standards.
When managing projects according to specifications, while meeting
dead lines and budget constraints.
When sourcing and managing data from different custodians.
6.4. Collect, organise and critically evaluate information
When complying with user need requirements.
When analysing data and assist users to make informed decisions.
When managing projects according to specifications, while meeting
dead lines and budget constraints.
6.5 Communicate effectively using visual, mathematics and language
skills in the modes of oral and written presentations
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When analysing data and assist users to make informed decisions.
When managing projects according to specifications, while meeting
dead lines and budget constraints.
When providing metadata for data sets.
6.6 Use science and technology effectively and critically (showing
responsibility towards the environment and health of others)
When analysing data and assist users to make informed decisions.
When managing projects according to specifications, while meeting
dead lines and budget constraints.
When using the appropriate technology and tools in consideration of
environmental constraints.
6.7 Demonstrate an understanding of the world as a set of related
systems
The inter-relatedness when applying knowledge and technology
regarding spatially related entities in problem solving.
7. INTERNATIONAL COMPARABILITY:
Within the Geographical Information Science field the concept of academic
models or qualifications based on unit standards is not widespread. South
Africa is one of a handful that has embarked upon this route. In most of these
comparable countries, official qualifications are also currently under
development, which makes comparisons very difficult. Countries with unit
standards based programs in development are:
The United States have a qualification at a higher level – compatible to
what the GISc SGB is currently developing at first degree level (NQF6).
The New Zeeland Qualifications Authority has also developed a
qualification at „graduate diploma‟ level (NZ level 7). The entrance
requirement for this qualification is a first degree.
In the United Kingdom a number of qualifications have GISc unit
standards, but no focused qualification has yet been developed in this
field.
In Canada a qualifications “GIS Technician” exists. Only very high-level
information of this qualification is available, but it is clear that this
qualification places greater emphasis on remote sensing and less on
the databases and data modelling. Otherwise it is of a similar standard.
Several Educational institutes in both India and Pakistan offer diplomas
in GISc or remote sensing that seems compatible with this qualification,
however, at the time of the investigation no national bodies were found
to be responsible for the standardisation of these qualifications.
According to the GISc society of Kenya there is currently no similar
exercise being undertaken in the country, but keen interest has been
expressed to collaborate with the South African effort. Similar
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discussions have been initiated with Tanzanian and Namibian
representatives, although this was not a representative group.
The Department of Geography, Geoinformatics and Meteorology,
University of Pretoria, offers a range of short courses for continuous
professional development. These modules will provide the student with
an understanding of the fundamental concepts, principles, and
functions of GIS, the hands-on skills to use GIS software and the skills
to design and develop a GIS application for problem solving. The
content of these courses as a whole compares well with the content of
the GISc National Diploma NQF level 5 developed by the SGB. The
programme include the following short courses, no credits have been
assigned:
1. Geographical Data Acquisition and Quality Control
Data capturing from primary sources
Data capture from secondary sources
Geodetic datums
Map projections
Co-ordinate systems
Scales, units and transformations
Data formats
Data quality
2. GIS Application Development
Database management for GIS
GIS software
Planning the GIS project
3. Analysing and visualising Geographic Data
Analysing Data
Elementary statistics for spatial data
Geographical visualisation
Most of the qualifications being developed are only partially available,
however, comparisons with what is available has shown that the GISc
National Diploma is of a sufficiently high standard, and that it also covers a
wider range of levels, in line with the South African NQF.
A learner having met the requirements of this model will be able to register as
a GISc Technician with the South African Council for Professional and
Technical Surveyors (PLATO) in terms of Act 40 of 1984 and through this
body's reciprocal agreements with other similar bodies gain international
recognition.
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8. INTEGRATED ASSESSMENT:
Integrated assessment provides learners with an opportunity to display an
ability to integrate practical performance, actions, concepts and theory across
unit standards to achieve competence in relation to the purpose of this
academic model.
8.1 Assessment shall:
Measure the quality of the observed practical performance as well as
the theory and underpinning knowledge behind it.
Use methods that are varied to allow the learner to display thinking and
decision making in the demonstration of practical performance.
Maintain a balance between practical performance and theoretical
assessment methods to ensure each is measured in accordance with
the level of the qualification.
The relationship between practical and theoretical is not fixed but
varies according to the type and level of qualification.
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