Crop harvesting - AgriSETA

LLeeaarrnneerr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

CCrroopp hhaarrvveessttiinngg

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NQF Level: 3 US No: 116268

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA. Terms and conditions apply.

Monitor and co-ordinate the harvesting of agricultural products

Primary Agriculture NQF Level 3 Unit Standard No: 116268 22

Version: 01 Version Date: July 2006

BBeeffoorree wwee ssttaarrtt…… Dear Learner - This Learner Guide contains all the information to acquire all the knowledge and skills leading to the unit standard:

Title: Monitor and co-ordinate the harvesting of agricultural products

US No: 116268 NQF Level: 3 Credits: 4

The full unit standard will be handed to you by your facilitator. Please read the unit standard at your own time. Whilst reading the unit standard, make a note of your questions and aspects that you do not understand, and discuss it with your facilitator.

This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently doing:

Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 49048 3 120

National Certificate in Plant Production 49052 3 120

This Learner Guide contains all the information, and more, as well as the activities that you will be expected to do during the course of your study. Please keep the activities that you have completed and include it in your Portfolio of Evidence. Your PoE will be required during your final assessment.

WWhhaatt iiss aasssseessssmmeenntt aallll aabboouutt?? You will be assessed during the course of your study. This is called formative assessment. You will also be assessed on completion of this unit standard. This is called summative assessment. Before your assessment, your assessor will discuss the unit standard with you.

Assessment takes place at different intervals of the learning process and includes various activities. Some activities will be done before the commencement of the program whilst others will be done during programme delivery and other after completion of the program.

The assessment experience should be user friendly, transparent and fair. Should you feel that you have been treated unfairly, you have the right to appeal. Please ask your facilitator about the appeals process and make your own notes.

Are you enrolled in a: Y N

Learnership?

Skills Program?

Short Course?

Please mark the learning program you are enrolled in:

Your facilitator should explain the above concepts to you.




Your activities must be handed in from time to time on request of the facilitator for the following purposes:

The activities that follow are designed to help you gain the skills, knowledge and attitudes that you need in order to become competent in this learning module.

It is important that you complete all the activities, as directed in the learner guide and at the time indicated by the facilitator.

It is important that you ask questions and participate as much as possible in order to play an active roll in reaching competence.

When you have completed all the activities hand this in to the assessor who will mark it and guide you in areas where additional learning might be required.

You should not move on to the next step in the assessment process until this step is completed, marked and you have received feedback from the assessor.

Sources of information to complete these activities should be identified by your facilitator.

Please note that all completed activities, tasks and other items on which you were assessed must be kept in good order as it becomes part of your Portfolio of Evidence for final assessment.

EEnnjjooyy tthhiiss lleeaarrnniinngg eexxppeerriieennccee!!




HHooww ttoo uussee tthhiiss gguuiiddee …… Throughout this guide, you will come across certain re-occurring “boxes”. These boxes each represent a certain aspect of the learning process, containing information, which would help you with the identification and understanding of these aspects. The following is a list of these boxes and what they represent:

MMyy NNootteess …… You can use this box to jot down questions you might have, words that you do not understand,

instructions given by the facilitator or explanations given by the facilitator or any other remarks that

will help you to understand the work better.

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What does it mean? Each learning field is characterized by unique terms and definitions – it is important to know and use these terms and definitions correctly. These terms and definitions are highlighted throughout the guide in this manner.

You will be requested to complete activities, which could be group activities, or individual activities. Please remember to complete the activities, as the facilitator will assess it and these will become part of your portfolio of evidence. Activities, whether group or individual activities, will be described in this box.

Examples of certain concepts or principles to help you contextualise them easier, will be shown in this box.

The following box indicates a summary of concepts that we have covered, and offers you an opportunity to ask questions to your facilitator if you are still feeling unsure of the concepts listed.




WWhhaatt aarree wwee ggooiinngg ttoo lleeaarrnn??

What will I be able to do? .....................................................……………………… 6

Learning outcomes …………………………………………………………………………… 6

What do I need to know? .................................................…..……………………… 6

Aims and Objectives…………………………………………………………………………. 7

Session 1 Harvesting tools, their use and maintenance………………….. 8

Session 2 Produce maturity.............................………………………………. 15

Session 3 Harvest plans...................................……………………………….. 18

Session 4 Harvest health, safety and environment………………………….. 25

Session 5 Waste management…………………………………………………….. 27

Am I ready for my test? ........................................................... 30

Checklist for Practical assessment .......................................... 31

Paperwork to be done .............................................................. 32

Terms and conditions ………………………………………………….. 33

Acknowledgements .................................................................. 34

SA Unit Standard 35




WWhhaatt wwiillll II bbee aabbllee ttoo ddoo?? When you have achieved this unit standard, you will be able to:

A learner completing this course will be able to supervise the harvesting of crops according to the necessary procedures making use of harvesting tools as described in the harvest plan.

Learners will gain specific knowledge and skills in harvesting procedures and will be able to operate in a plant production environment implementing sustainable and economically viable production principles.

They will be capacitated to gain access to the mainstream agricultural sector, in plant production, impacting directly on the sustainability of the sub-sector. The improvement in production technology will also have a direct impact on the improvement of agricultural productivity of the sector.

LLeeaarrnniinngg OOuuttccoommeess At the end of this learning module, you must is able to demonstrate a basic knowledge and understanding of:

The person is able to demonstrate a basic knowledge of: Principles of harvesting a crop is understood. Names and functions of tools and materials. Safe handling procedures of tools and materials. Various harvesting methods are understood. Plant physiology and anatomy. Importance of harvesting area being clean from waste material. Basic knowledge of occupational health and safety appropriate to level.

WWhhaatt ddoo II nneeeedd ttoo kknnooww?? It is expected of the learner attempting this unit standard to demonstrate competence against the unit standard:

It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent:

NQF 2: Harvest Agricultural crops: Procedures. NQF 3: Explain the planning and scheduling of tasks in a production

environment. NQF 2: Utilise and perform minor repairs and maintenance tasks on

implements, equipment and infrastructure. NQF 3 Demonstrate a basic understanding of the physiological functioning of

the anatomical structures of the plant.




AAiimmss aanndd OObbjjeeccttiivveess AAiimmss

You will learn about the following in this module:

Select and use appropriate tools / equipment for pre-determined harvesting method. Carry out sampling for maturity indexing according to established and familiar

procedures Harvest crops. Harvest crops considering the necessary health, hygiene and safety during the

procedure. Ensure the collection and transportation of waste. Care and maintain equipment used in cooperation with and guiding others.

OObbjjeeccttiivveess

You will be expected to be able to do the following:

The type of tools needed to harvest the crops in the specific agricultural enterprise is described.

The use and coordination of harvesting equipment during the harvesting process is explained.

The process that is implemented to enable workers to report any malfunction of the harvesting equipment is described

A problem solving strategy is described. The maturity-indexing plan that is implemented for the specific agricultural enterprise

is described and explained. The collection of samples and responsibility of collection is explained. The recording of maturity indexing information is explained. The different factors that can influence the harvesting of the crop are explained The harvesting process of the crop and how a harvesting plan is implemented are

described. The importance of a harvesting plan with relation to the other operations of the

enterprise is explained. Management of the harvesting process to ensure a quality product reaches the shelf

or processing plant is described. Special requirements for harvesting are described The main components of the organisations health, hygiene and safety plan are

explained The relationship of the health, hygiene and safety plan to the OHSA, and other

requirements such as EUREPGAP, BRC and HACCP are explained. An understanding of how health, hygiene and safety of both the harvested crop and

the person harvesting are ensured is demonstrated. The process followed in case of an emergency is described. An understanding of how waste from the harvesting process is identified and

classified is demonstrated An understanding of how colleagues are encouraged to keep the harvest area clean

of waste and why this is important is demonstrated. Implementation of a waste disposal plan is explained. Monitoring, evaluation and control of the waste disposal plan is explained The need for keeping records of waste and disposal and how this assists the disposal

plan is explained.




SSeessssiioonn 11

HHaarrvveessttiinngg ttoooollss,, tthheeiirr uussee aanndd mmaaiinntteennaannccee

After completing this session, you should be able to: SO 1: Select harvesting equipment and tools for specific agricultural enterprise.

SO 6: Manage the care and maintenance of harvesting equipment.

In this session we explore the following concepts:

Harvesting Tools Safe use of tools and equipment Cleaning Harvesting Tools Reporting equipment faults

11..11 HHaarrvveessttiinngg ttoooollss IInnttrroodduuccttiioonn

The nutritional value, freshness and flavour of fresh produce (fruit and vegetables marketed fresh) depend on the stage of maturity and the time of day at which they are harvested. If a product (e.g. beetroot) is harvested at a too early stage of maturity, it may not mature at all, where on the other hand, if the same product (beetroot) is harvested when it exceeded the stage of maturity, it will be stringy and coarse. The quality of a product and the shelf-life thereof dependents on the way it is harvested and handled there after. A key factor in this process is to make use of the correct tools, equipment and harvesting technique. Using the correct tools and techniques will ensure fruit is not harmed and therefore the shelf-life is optimised. Special harvest techniques and tools may be used for specific markets, because such markets may have specific quality requirements. I the citrus industry for example, local markets will require mandarin types to be snap picked (This is when the fruit is picked by hand.) The fruit destined for export however, is picked from the tree by using small cutters. This is done by cutters as snap picking often causes the peel to tear, thus leaving areas where fruit may become infected. Export fruit normally undergoes a post harvest treatment where the fruit is dipped in a chemical solution. Damaged (torn) fruit will allow the solution to seep into the fruit. The result: fruit being rejected due to the contents of high concentrations of the chemical in the fruit, exceeding export tolerances. This is not a problem for the local fruit market as the duration from harvest until it reaches the market, is very short.




The following tools and equipment are normally used in harvesting crops. The information provided is not a complete list as some crop harvesting tools that are specific to specific crops are not dealt with.

HHaarrvveessttiinngg TToooollss

Harvesting equipment includes a wide range of different instruments and containers. Harvesting equipment includes:

Pruning shears

The most common tools used for harvesting fruit are steel pruning shears. These shears enables a worker to cut the fruit’s stem as close as possible to the button (or calyx) without injuring the fruit’s shoulder. Pruning shears are used on fruit, such as peppers while some vegetables (tomatoes) can easily be picked by a simple twist of the hand,

In some crops specialised shears and snips are used for harvesting. Pruning shears fit comfortably into the palm of the hand and have a rounded point and curved blade to avoid damaging the fruit. A spring keeps the blade in an open position and ensures fast recovery for efficient picking.

In preparation for harvesting, all pruning shears must be checked to ensure that the spring action is working well and that the blades are sharp and closely aligned. This should also be checked on a regular basis during picking. Pruning shears must also be cleaned and sterilized prior to harvesting and regularly during picking.

Picking containers

A number of receptacles are used to collect picked fruit, but the most common is a picking bag. Picking bags are generally made from canvas or polyvinyl. They have a single strap that is tossed over the picker’s shoulder. As the picker picks the fruit, it is placed inside the bag until it is full. It is then taken to a central collection point in the orchard where the bags are emptied into bulk bins or picking trailers.

A number of different bag designs are available and used in various industries.

In preparation for harvesting, all picking bags and containers must be checked for holes and/or tears. The containers must be cleaned before harvesting is initiated.

When cotton is handpicked, it is placed in picking bags before being emptied into large metal baskets. Unlike bags used in tree crop harvesting, these bags are not woven (material or polyvinyl) as the strands of these bags contaminate the cotton fibre. Empty plastic fertiliser bags are usually used for picking cotton. As these bags are not porous and the picked cotton still contains moisture, picked cotton should not be left in these bags overnight as the cotton may rot.




Fruits and vegetables, which damage easily, are picked into picking crates and taken to the cool-chambers or packing sheds as soon as possible. These crates are usually made from durable plastic and are well ventilated. They are also designed to be stacked.

Clean, dry and sterilised crates should be used to prevent disease contamination. Crates, which are damaged in such a way that bruising or puncturing of the crops could occur should be discarded.

Harvesting Knives

Knives are used when harvesting leafy crops such as cabbage, Swiss chard leaves and lettuce. A good quality knife with a strong blade should be supplied to the harvesters. The blade should be sharp enough to facilitate easy cutting. A blunt knife will not only reduce the harvest speed, but can cause unnecessary damage to the produce. Knives should be regularly cleaned and disinfected whilst harvesting to prevent the spreading of post harvest decay organisms.

Ladders

Ladders are used during harvesting of tree crops, depending on the height of trees. Ladders are placed alongside trees, or rested against the canopy in the case of larger trees.

Ladders vary from home-made, single-sided, two-legged (ladders made from locally grown wood) to factory-manufactured, two- or three-legged ladders generally made from aluminium or wood.

In preparation for harvesting, ladders must be checked for sharp edges, splinters, loose components and dirt to ensure fruit is not damaged when the ladders are placed alongside the trees or against the canopy. The ladders should also be checked for defects that may impinge on the safety of the harvesters

Mechanical harvesters

Field crops such as grains, vegetables produced for industrial purposes, potatoes, onions, oil crops, protein crops and cotton are harvested mechanically. The different types of harvesters are specially designed for a specific crop or group of crops.

Wheat, maize, sunflower and soybean can be harvested with combine harvesters. These types of harvesters harvest the whole plant. This usually involves fast moving rollers and or blades.

The harvester then separates the kernels from the ears or cobs in a process known as threshing. It is a complex mechanical action that results in clean seed being dropped into a storage compartment. [The remaining plant residue is released (stalks, straw, pods, leaves, etc.) back onto the field.] As




soon as the storage compartment is full, it is offloaded into bulk trailers and transported to silos where it is stored.

Servicing the harvesters should be done before the start of the season to prevent hold-ups due to breakage during the harvesting process. During the harvesting process all blockages must be dealt with as soon as it occurs, as permanent damage may result. The harvesters should be cleaned at the end of each day to prevent any hold-ups the following day. While cleaning, one can also watch for other problems such as broken blades or broken parts etc.

Cotton harvesters have rotating comb-like spindles which comb the cotton out of the open cotton bolls. Metal baskets are attached onto the back of the harvester into which the cotton is blown. When a basket is full, it is emptied into another basket in which it is then transported to the gin.

Harvesters should be serviced before the start of the season.

Onions, potatoes and groundnuts grow below the soil surface. Commercially these crops are harvested by lifting\pulling the bulbs, tubers or pods from the soil at first. Once this process has been completed the crop is picked up by hand, sorted and packed. Lifting is done using specialised implements containing a blade which is attached to the back of a tractor. The “blade” is then inserted into the soil at one end of a row and dragged, just below the soil surface, to the other end (at a depth of ± 15 – 20 cm).

The next step can be manual or mechanical. In both cases it involves the loosening of the plants from the soil and removing the tubers etc. from the plant. Potato tubers can be placed in bulk trailers or bulk bins on trailers and transported to the pack houses. In the case of onions, the bulbs are left on the field for at least a week to cure (to dry out) before the dry leaves are cut (with sharp knives) from the bulbs and the bulbs placed into onion bags ready for the market. Peanut plants are also left on the field for a week or two in heaps or in windrows to cure. Then only will the plants be threshed and the pods placed in woven material bags or bulk trailers and transported to where the peanuts will be processed.

Garden fork

In the case of smaller production areas such as home gardens where mechanical harvesters cannot be used, a fork can be used for lifting produce. The fork is inserted into the soil at an angle, close to the crop plant and then the plant and soil are lifted. Take care not to puncture a tuber, bulb etc.

Bulk Bins and Picking Trailers

Fruit are transported from orchards in bulk picking trailers with a capacity of 2t to 3t or in wooden or plastic bulk bins with a capacity of 350kg. In small operations, crates with a capacity of 15 kg to 20 kg capacity are used.




Bulk bins are normally supplied by pack houses or can be rented from an equipment supplier. In preparation for harvesting, bulk bins are checked for sharp edges and splinters to avoid damage to fruit. They are also cleaned and sterilised to prevent contamination and decay. This is normally done by the supplier of the bulk bins.

All moving parts of picking trailers must be serviced before harvesting starts. Also check the condition and air pressure of tyres. Trailers used on national roads must be roadworthy. The fruit-carrying area of the bin must be checked for dirt, sharp edges, latch functioning, etc.

The metal baskets in which the cotton picking bags are emptied and in which the cotton can be stored should be dry and clean before the cotton picking bags are emptied into it. As it is made from metal, rust should be removed and rust spots treated.

11..22 SSaaffee uussee ooff ttoooollss aanndd eeqquuiippmmeenntt The tools and equipment used during harvest may be simple hand picking tools or more specialised high-tech combine harvesters, yet, basic safety procedures should be followed at all times when harvesting tools are used.

Keep in mind:

• Tools are usually sharp. • Ensure that fingers and other body parts are out of the way during cutting

(knife and pruning shear) or lifting (forks). • Close pruning shears and secure knifes when not in use • Always wear protective clothing as prescribed for the tools • Always follow the methodology an instructions as set out by the

manufacturer • Always be aware of all moving parts and ensure body parts do not become

entangled • Always wear the prescribed protective gear as prescribed • Always follow the prescribed guidelines and procedures as set out by the

manufacturers • Never use a tool or equipment for any other use than what it was designed

for.

11..33 CClleeaanniinngg hhaarrvveessttiinngg ttoooollss All harvesting equipment must be cleaned and stored in a predetermined storage space. The equipment must be kept dry and should not be kept on a dirt floor. Harvesting equipment must not be stored nearby or in the vicinity of pesticides, pesticide application equipment or fertilisers as these equipment could become contaminated and thereby contaminate the harvested produce.




When cleaning harvesting tools the following should be considered:

• the removal of dirt and plant material adhered to the tools

• the removal of microscopic particles including disease organisms

• Sterilisation is the elimination of all transmissible agents (such as bacteria, fungi and viruses) from a piece of equipment

Tools are cleaned to ensure:

• That post-harvest decay organisms do not come into contact with harvested produce

• That the life-span of tools and equipment is prolonged

11..44 RReeppoorrttiinngg eeqquuiippmmeenntt ffaauullttss Every farming enterprise develops specific guidelines as how to report and record equipment problems which may occur during harvesting. It is important to record every aspect of a problem especially where it can lead to serious losses. It is important that one always follows the required occupational health and safety rules as set out in the OHS act as well as all company or industry specific guidelines and procedures.

Please complete Activity 1: Group Activity At your place of work – Identify the harvesting tools and equipment used for the major crop that is grown on farm. • List the equipment used in the process. • Draw a process flow chart of the harvesting process followed. • Describe how the equipment is used. • Describe the main function of the various pieces of equipment. • How is the use of various pieces of equipment coordinated logistically? • Discuss the implemented equipment maintenance plan. • Provide details on the schedules, methods, storage and specific documentation

required. • How are the workers encouraged to follow this maintenance plan? • Discuss the routine maintenance that is required on farm. • Identify and describe the maintenance procedures relevant to the harvesting

equipment. • Describe the report procedure in case of malfunctioning harvesting equipment. • Discuss the procedure to be followed once a problem that can be corrected on farm

has been identified.




Concept (SO 1) I understand this concept

Questions that I still would like to ask

The type of tools needed to harvest the crops planted in the specific agricultural enterprise is described.


The process that is implemented to enable workers to report any malfunction of the harvesting equipment is described.

A problem solving strategy is described.



The basic plan that implemented for caring and maintenance of harvesting equipment is described.

The strategy of how the workers are encouraged to care, maintain and store equipment correctly is described.

Routine maintenance is described.

An understanding of the process implemented to report major problems with equipment is demonstrated.

MMyy NNootteess ……

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SSeessssiioonn 22

PPrroodduuccee mmaattuurriittyy

After completing this session, you should be able to: SO 2: Demonstrate an understanding of sampling for maturity indexing.


Maturity indexes Sampling for maturity Sampling the basics

22..11 MMaattuurriittyy iinnddeexxeess Before a crop can be harvested, it must be determined whether the crop has reached maturity. Therefore maturity indexing is done on a crop. Maturity indexing is the process of monitoring the physiological development of produce as it ripens. The basic parameters that are assessed and monitored during maturity indexing are parameters such as internal quality parameters, fruit colour, water content etc. Various industries have their own specific guidelines and procedures for determining maturity. These are available from growers’ associations, retailers and exporters and should be available on farm for use by harvest personnel.

22..22 SSaammpplliinngg ffoorr mmaattuurriittyy Sampling is done from a few individual fruits selected from trees in an orchard or from a number of plants within a field. In some cases a visual assessment of maturity is done without having to sample the produce. The idea is that the condition of the sampled fruit is then representative of the field or orchards as a whole. The sampling protocols are designed to ensure that the samples are in fact statistically representative of the field. Even where fruit is not taken, the representativeness should still be adhered to.

Harvest readiness does not necessarily mean that the fruit is mature or ripe. Different crops are harvested at different stages of development. Baby vegetables, for example, are harvested at a very young stage, mostly before the crop has




reached maturity. The size requirement for vegetables such as carrots, beetroot and lettuce for the crop may determine when it must be harvested.

The sampling process for maturity indexing is similar to sampling for nutrient analyses, pest and disease management. The general procedure followed are crop or even site specific, but the initial selection of produce and sampled plants is done to represent the field as a whole.

22..33 SSaammpplliinngg tthhee bbaassiiccss The two most used sampling approaches are the step-wise and transect sampling method. Both techniques require the sampler to walk through a field or orchard and taking samples at pre determined, set intervals.

Transect sampling method involves sampling along a line across a field/orchard. The line can be diagonally across the field or parallel to the side of the field. A minimum of five sampling points per hectare should be selected. The number of samples will be determined by the crop \ plant density.

The stepwise sampling method implies that the sampler starts in the middle of one side of the field from where he moves forward and to his right, taking samples at pre determined distances. Once he has crossed the whole field, the sampler moves to the point of origin and repeats the exercise, but now moving forward and to his left. A maximum distance of 5 m should be used as minimum distance.




Please complete Activity 2. Group Activity Identify the maturity indexing plan that is used at your place of work and write a report in which you: • Discuss the procedures in use and the criteria followed to determine the maturity of

the crop. • Discuss the sample collection plan and procedures for maturity indexing • Identify the data that is required to be collected and how it should be recorded



The maturity-indexing plan that is implemented for the specific agricultural enterprise is described and explained.

The collection of samples and responsibility of collection is explained.

The recording of maturity indexing information is explained.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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SSeessssiioonn 33

HHaarrvveesstt ppllaannss

After completing this session, you should be able to: SO 3: Demonstrate an understanding of the harvesting of crops according to harvesting plan.


Harvest checklist and harvest plans

33..11 HHaarrvveesstt cchheecckklliisstt aanndd hhaarrvveesstt ppllaannss The events that take place from the point of harvest up to the point where the product reaches the consumer must be considered and involves various steps and considerations. (Please refer to the diagram on the next page.)

This diagram shows that there are many steps in the process before the produce reaches the consumer. It is therefore critical that all possible steps are taken to ensure that no injury or stress is induced to the produce.

The time for harvesting fluctuates with climate, the season, the variety and the crop involved. (E.g. tomatoes can be left on the stool until fully ripened or picked when partially ripened.) Other crops, such as winter squash and watermelon, are not ready until after they are fully matured. Export citrus is harvested when fully matured, but still green. These are then later put through a ripening process.

Harvest checklists should be in place before the harvest begins. These are simple lists that specify the items that must be taken into account for harvesting. This harvesting checklist can be used to develop a harvesting plan.

Harvest checklist: A harvesting checklist is a list that specifies the items that must be taken into account for harvesting. Harvesting Plan: A harvest plan is a detailed plan stating how the harvesting is going to proceed. The harvesting plan also helps to ensure that all the necessary equipment is available before the process is initiated.




Cull (e.g. discard damaged - Waste

Dump (e.g. bin tipper)

PACK HOUSE

TRANSPORT (e.g. in a

Place into picking bag or

HARVEST (pick)

Retail (e.g. fresh produce stall)

CONSUMER

Transport (e.g. green grocer’s flat top truck)

Wholesale (e.g. regional

Transport (e.g. refrigerated sea container)

Store (e.g. cold room)

Cool (e.g. pressure cool)

Palletise (e.g. wooden pallets)

Pack (e.g. cell-pack fibreboard cartons)

Size (e.g. weight grade)

Sort

Treat (e.g. wax)




A harvest plan is a detailed plan stating how the harvesting is going to proceed and it also helps to ensure that all the necessary equipment is available before the process is initiated. You have to take into account the volume of fruit that the pack-house can handle as well as the volume of fruit that can be safely transported without damaging the crop etc.

When you develop a harvest plan you need to:

Step: Action

1. Set up a harvesting schedule i.e. which field\orchid will be harvested first.

2. Communicate harvesting schedules and requirements to all relevant parties.

3. Determine the tools and equipment required.

4. Determine the number of pickers available.

5. Determine the number of pickers required.

6. Source the equipment required from stores (follow relevant procedures).

7. Arrange for transport of harvesters to the fields.

8. Ensure that health and hygiene standards are clearly understood.

9. Issue harvesting equipment (includes shears, bins, picking bags etc.)

10. Arrange transport of produce from fields to the pack-house.

11. Consider possible crisis procedures to be taken should weather not permit harvesting.

12. Ensure that harvesting procedures and requirements are revealed to harvesters.

Specific aspects that require attention include:

A. Harvesting equipment – need to be well maintained, cleaned and prepared

B. Harvest and the weather – the impact of weather on the harvested crop must be known to determine basic weather standards required.

C. Fruit handling requirements

• Wear gloves.

• Have short fingernails.

• Empty bags carefully.




• Do not drop fruit.

• Do not overfill bags or bins.

• Ensure farm road surfaces are smooth.

• Use minimum trailer tyre pressures to soften the ride.

• Drive slowly to packing shed.

D. Protection of harvested produce against the elements

E. Post-harvest treatments required.

F. Specific Harvest processes which may apply to specific crops or crop types. . These may be industry specific or even site specific. Site specifics are important as not all sites of harvest are the same as transportation requirements etc. may differ.

(The section below highlights some crop specific harvest requirements for some crops.)

Vegetables should be harvested during the cool part of the morning and should be stored as soon as possible. If the produce is destined for the market, ensure that the storage conditions are correct for the produce. If they are destined for processing, they should be cooled and stored under refrigeration to preserve flavour and quality.

You need to ensure that you know the basic harvest practice for each crop you are dealing with. (A few examples of harvest practices used for different crops.)

BBeeaannss –– ggrreeeenn

• Start harvesting before seeds develop in the pod – when the green pods are about the diameter of a pencil.

• To determine harvest readiness: bend them in the middle; if they snap easily, it can be harvested.

BBeeeettrroooott

• Harvest when they are about 5 to 8 cm in diameter

• If the market requires smaller beetroots, it can be harvested at about 2 – 3 cm diameter.

• The leaves should be about 10 – 15 cm long.

• The beetroot’s tops can also be eaten as greens.

BBrrooccccoollii

• Harvest the dark green compact clusters or heads when they are about 15 cm in diameter.

• The buds must be tight and should be harvested before any yellow flowers develop.




• As the heads are harvested, smaller side shoots will develop, providing an almost continuous harvest.

CCaabbbbaaggee

• Harvest cabbage when the heads feel hard and solid.

• If harvested to late, the heads will crack and split.

• Cut the heads from the stem, just below the point of attachment to the stem

• Ensure that you use a clean, sharp suitable knife.

• Always clean the knife by using a dip mixture of suitable sanitised water.

• One can harvest the sprouts that develop as an after-crop.

CCuuccuummbbeerrss

• Harvest when the fruits are deep green and before a yellow colour develops.

• The cucumber fruit should be 5 – 8 cm long for sweet pickles; 13 – 16 cm for dill pickles and 16 – 20 cm for slicing pickles.

• Harvest 4 to 5 times per week to encourage continuous production.

• Matured cucumbers left on the vine will stop the production of the entire plant.

LLeettttuuccee

• For non-heading types, harvest the older, outer leaves from leaf lettuce when they are 1- - 12 cm long.

• For heading types; harvest when the heads are moderately firm but well before seed stalks form.

OOnniioonnss

• Harvest when the lobes start to hang down and begins to turn yellow.

• Loosen and pull the bulbs from the soil and place them to dry out in the open sun for a few days

• The bulbs are sufficiently dry when the skin is toughened.

• Remove the dried soil by brushing the bulbs lightly.

• Cut off the stem, leaving 4 to 5 cm and store in a net bag in a cool, dry place.

TTrreeee ccrrooppss

• Do not shake the tree branches as this can cause bruising to fallen fruits.

• Use ladders where possible.




• When harvesting fruit for processing factories, a harvesting stick can be used where fruit are out of reach. Fruit must be allowed the drop onto a soft surface, such as a net.

• Mangoes and avocados destined for export; a piece of the stalk should be left on the fruit.

• Do not thrash fruit during harvest.

• When harvesting heavy banana bunches; use two people to handle a bunch.

• Harvest in the early morning or late afternoon.

• Do the first grading according to market requirements during harvest.

• Ensure that the plant-sap (latex) from mango, banana and pawpaw does not come in contact with human eyes and the fruit’s skin. If this happens wash the fruit in clean water.

• Place the fruit on a well-aerated surface or in containers that are not made of rough surfaces.

• Handle the fruit as little as possible.

• Pack the fruits into the final transport box or container as soon as possible.

• Export fruit may have to be cooled.

OOrrcchhaarrdd hhyyggiieennee

The basic principles of orchard hygiene are:

• In order to avoid mould infections and rind damage, a number of standard orchard hygiene practices could also be implemented.

• Cut off all dead twigs and branches from trees

• Prune the trees to allow light and air movement through trees

• Cultivars that are susceptible to splitting should be harvest early

• Never place fallen fruit into bins together with fresh fruit.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Please complete Activity 3: Group Activity At your place of work, determine the factors that may influence harvesting of the major grown crop. Activity 3.1 Write a concise report in which you discuss: The What-How-Why factors that may influence the harvest. Activity 3.2 Identify the harvesting plan used (regarding the major grown crop) on farm. Write a concise report in which you discuss: • The harvesting plan according to main points that must be taken into account. • The manner in which the harvest plan is implemented on farm • Are there any industry specific issues that require attention? • In relation to the crop grown on farm, explain why the harvesting plan is important

at your place of work • How is the harvesting process managed at your place of work to ensure a quality

product reaches its final destination? How are these documented? • What special requirements does the crop have regarding the harvesting and the

produce destination?

Concept (SO 3) I understand

this concept Questions that I still would

like to ask

The different factors that can influence the harvesting of the crop are explained.

The harvesting process of the crop and how a harvesting plan is implemented are described.

The importance of a harvesting plan with relation to the other operations of the enterprise is explained.

Management of the harvesting process to ensure a quality product reaches the shelf or processing plant is described.

Special requirements for harvesting are described.




SSeessssiioonn 44

HHaarrvveesstt hheeaalltthh,, ssaaffeettyy aanndd eennvviirroonnmmeenntt

After completing this session, you should be able to: SO 4: Implement a health, hygiene and safety plan during harvesting.


Health and safety procedures

The health and safety of all the workers involved in harvesting is of critical importance to any farm operation. Each farm will have its own health and safety procedures concerning that specific site. It is important that all individuals at the site are aware of the procedures and how these are implemented. These procedures will include details on maintenance, the use of equipment and also how to report incidents that may jeopardise the operation. It is critical that all personnel are aware of the reporting and managing procedures of the health and safety problems.

The safe and efficient operation of any equipment, including loaders, is the sole and direct responsibility of the operator or user of equipment. Experience and skill in this type of task can only be gained through training and supervision.

It is important that a safety inspection program is followed. Such inspections allow for the detection of unsafe equipment and unsafe conditions at an early stage. In this way counteract measures can be taken before someone is injured. However, accidents do occur and should someone be injured, then that injury must be reported immediately so that the injury can be treated properly and preventing the produce to be contaminated. This also allows for an injury record to be built over time. Such record highlights potential problem areas that can be eliminated from the harvesting procedures.

General safety inspections should be conducted daily before the equipment is used. Thus, checkpoints for equipment such as tractors and fork-lifters are:

• Check water, fuel, fan belts, etc.

• Once engine is running, check hand and/or air brakes, this ensures that brakes will hold while loading.

• Inspect hydraulic lines for kinks, cracks and general wear and tear.




• Inspect the frame for hairline cracks, or fatigue in the metal. Cracks in the metal may cause the equipment to break either completely or parts coming off.

• Pickers must be at a safe distance from the equipment when loading or unloading bins.

• Operators must be aware of the location of the harvesters at all times. Drivers and operators must be on the look out for harvesters on ladders while driving through an orchard.

• Operators must look out for overhead power lines during loading and offloading of fruit.

• Unsafe actions by workers during the day must always be discussed with the supervisors so that preventative measures can be developed and implemented.

Please complete Activity 4. Group activity Identify the health and safety plan implemented at the farm where you work. Write a concise report in which you discuss: • The main components of the health, hygiene and safety plan • How the plan recognises and fulfils the requirements of the OHSA, EUREPGAP, BRC,

HACCP and food safety requirements that are relevant to the farm where you work. • If you were in a managing position, responsible for the health and safety on the farm,

how would you ensure the health, hygiene and safety of the harvested crop as well as the person harvesting the crop?

• The process and procedures to be followed if an emergency occurs.



like to ask

The main components of the organisations health, hygiene and safety plan are explained.

The relationship of the health, hygiene and safety plan to the OHSA, and other requirements such as EUREPGAP, BRC, HACCP are explained.

An understanding of how health, hygiene and safety of both the harvested crop and the person harvesting are ensured is demonstrated.

The process followed in case of an emergency is described.




SSeessssiioonn 55

WWaassttee mmaannaaggeemmeenntt

After completing this session, you should be able to: SO 5: Implement the waste collection and disposal plan.


An adequate waste management plan

Much of the harvested produce is lost due to a number of conditions. The harvested produce tends to go into a process of decay almost immediately after it is harvested. Although post harvest treatments will preserve the produce to some extent, there is always some degree of post harvest wastage which should be minimised during the harvest and packing process. Fruit must thus be handled with care.

Losses associated with handling wastage that extends beyond the physical loss of the produce itself will reduce the gross income and also contribute to environmental pollution.

Most fresh produce farms will however have an area set aside where harvest wastage is either stored as animal feed, or is composted. Such areas must be at a distance from both the fields and the processing areas.

Every farm system must have an adequate waste management plan in place, taking in account the separation, storage as well as the removal there of according to (EUREPGAP, HACCP etc) and the national laws dealing with occupational health and safety as well as national environmental policies.

The following aspects are normally taken into account in a waste management plan

• Provision must be made for the storage, removal and separation of waste

• Waste must not be allowed to accumulate in pack houses, storage facilities, other working areas or adjacent environment areas. Waste accumulation normally impedes the proper functioning of the activities in these areas.

• Waste storage areas must be kept clean according to pre-developed cleaning schedules. By means of daily inspections it can be determined whether these schedules are properly adhered to.

• Waste must be stored away from the packing area to prevent fruit contamination.




• Waste containers, inside and outside the pack-houses, must be covered or closed with a lid. It is a good idea to separate different types of waste into identified bins.

• Waste containers used to hold dangerous substances should be lockable and well identified - only trained and authorised personnel must have access to these containers.

• Waste and refuse must be stored in a designated container in a designated area to ensure that these do not become a breeding place for pests and rodents.

• Procedures should be in place to minimise the accumulation of waste in production areas

• All refuse bins and harvest utensils used as refuse bins must be specifically identified and suitably constructed

• Waste disposal must meet with legislative requirements, meaning that specified waste must be removed by licensed contractors.

• Where licensed contractors are not available, suitable procedures must be in place to meet legislative requirements. Separate procedures must be written for waste removal according to each producer's requirements.

• A management plan to rectify an accidental waste pollution on the premises must be in place.

• Refer the Eurepgap requirements, but where these requirements are not applicable; a separate plan must be in place.

• External waste collection containers, compactors and sites must be managed in a manner as to minimise risks of contamination.

• Effluent disposal of pack-house chemicals must be done in accordance with the laws laid down by the appropriate authorities.

Please complete Activity 5. Group activity Identify the waste disposal plan / guidelines implemented at your place of work. In a report on the waste disposal plan / guidelines discuss: • What is defined as waste at your place of work? • How is the waste separated? • How is the waste policy implemented on farm? • Abiding farm polices, how would you encourage co-workers to keep the harvest area

clean of waste? • Do your colleges know why it is important to keep the harvest and processing areas

clean and free of waste? • How is the waste disposal plan implemented and controlled at your place of work? • How is the waste disposal plant monitored and evaluated at your place of work? • What waste disposal records are kept, who is meant to complete them and how is

this process monitored.






like to ask

An understanding of how waste from the harvesting process is identified and classified is demonstrated.

An understanding of how colleagues are encouraged to keep the harvest area clean of waste and why this is important is demonstrated.

Implementation of a waste disposal plan is explained.

Monitoring, evaluation and control of the waste disposal plan is explained.

The need for keeping records of waste and disposal and how this assists the disposal plan is explained.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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AAmm II rreeaaddyy ffoorr mmyy tteesstt?? Check your plan carefully to make sure that you prepare in good time. You have to be found competent by a qualified assessor to be declared

competent. Inform the assessor if you have any special needs or requirements before

the agreed date for the test to be completed. You might, for example, require an interpreter to translate the questions to your mother tongue, or you might need to take this test orally.

Use this worksheet to help you prepare for the test. These are examples of possible questions that might appear in the test. All the information you need was taught in the classroom and can be found in the learner guide that you received.

1. I am sure of this and understand it well 2. I am unsure of this and need to ask the Facilitator or Assessor to explain what it means

Questions 1. I am sure 2. I am unsure

1. Why is it important to know the crop to be harvested?

2. Name the two possible harvesting methods for the crop grown at your place of employment.

3. Explain the importance of clean and carefully maintained harvesting tools and equipment.

4. Provide general safety tips when harvesting tools are used.

5. Why is it important to report accidents and problems during the harvesting process?

6. How does one determine the harvest readiness of the crop

7. Explain the collection process of a representative sample to determine the harvest readiness of crop

8. How is the harvested crop handled at your place of work, refer to storage and transport procedures.

9. Describe the basic safety procedures that must be in place before you can start harvesting.

10. Describe the waste handling procedures used on the farm with specific reference to plant leaf material and spoilt fruit.




CChheecckklliisstt ffoorr pprraaccttiiccaall aasssseessssmmeenntt …… Use the checklist below to help you prepare for the part of the practical assessment when you are observed on the attitudes and attributes that you need to have to be found competent for this learning module.

Observations Answer Yes or No

Motivate your Answer (Give examples, reasons, etc.)

Can you identify problems and deficiencies correctly?

Are you able to work well in a team?

Do you work in an organised and systematic way while performing all tasks and tests?

Are you able to collect the correct and appropriate information and / or samples as per the instructions and procedures that you were taught?

Are you able to communicate your knowledge orally and in writing, in such a way that you show what knowledge you have gained?

Can you base your tasks and answers on scientific knowledge that you have learnt?

Are you able to show and perform the tasks required correctly?

Are you able to link the knowledge, skills and attitudes that you have learnt in this module of learning to specific duties in your job or in the community where you live?

The assessor will complete a checklist that gives details of the points that are checked and assessed by the assessor.

The assessor will write commentary and feedback on that checklist. They will discuss all commentary and feedback with you.

You will be asked to give your own feedback and to sign this document. It will be placed together with this completed guide in a file as part

of you portfolio of evidence. The assessor will give you feedback on the test and guide you if there are

areas in which you still need further development.




PPaappeerrwwoorrkk ttoo bbee ddoonnee …… Please assist the assessor by filling in this form and then sign as instructed.

Learner Information Form

Unit Standard 116268

Program Date(s)

Assessment Date(s)

Surname

First Name

Learner ID / SETA Registration Number

Job / Role Title

Home Language

Gender: Male: Female:

Race: African: Coloured: Indian/Asian: White:

Employment: Permanent: Non-permanent:

Disabled Yes: No:

Date of Birth

ID Number

Contact Telephone Numbers

Email Address

Postal Address

Signature:




TTeerrmmss && CCoonnddiittiioonnss This material was developed with public funding and for that reason this material is available at no charge from the AgriSETA website (www.agriseta.co.za). Users are free to produce and adapt this material to the maximum benefit of the learner. No user is allowed to sell this material whatsoever.




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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:


SAQA US ID UNIT STANDARD TITLE

116268 Monitor and co-ordinate the harvesting of agricultural products

SGB NAME NSB PROVIDER NAME

SGB Primary Agriculture

NSB 01-Agriculture and Nature Conservation

FIELD SUBFIELD

Agriculture and Nature Conservation Primary Agriculture

ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS

Undefined Regular Level 3 4

REGISTRATION STATUS

REGISTRATION START DATE REGISTRATION END DATE

SAQA DECISION NUMBER

Registered 2004-10-13 2007-10-13 SAQA 0156/04

PURPOSE OF THE UNIT STANDARD

A learner achieving this unit standard will be able to supervise the harvesting of crops according to the necessary procedures making use of harvesting tools as described in the harvest plan. Learners will gain specific knowledge and skills in harvesting procedures and will be able to operate in a plant production environment implementing sustainable and economically viable production principles. They will be capacitated to gain access to the mainstream agricultural sector, in plant production, impacting directly on the sustainability of the sub-sector. The improvement in production technology will also have a direct impact on the improvement of agricultural productivity of the sector.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent: • NQF 2: Harvest Agricultural crops: Procedures. • NQF 3: Explain the planning and scheduling of tasks in a production environment. • NQF 2: Utilise and perform minor repairs and maintenance tasks on implements, equipment and infrastructure. • NQF 3 Demonstrate a basic understanding of the physiological functioning of the anatomical structures of the plant.

UNIT STANDARD RANGE

Whilst range statements have been defined generically to include as wide a set of alternatives as possible, all range statements should be interpreted within the specific context of application.

Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are only as a general guide to scope and complexity of what is required.

UNIT STANDARD OUTCOME HEADER

N/A

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Select harvesting equipment and tools for specific agricultural enterprise.

OUTCOME RANGE

Harvesting methods according to specific production context include, but are not limited to harvesting by hand, machine harvesting, etc. Tools or equipment include but are not limited to picking shears, knives, mechanical harvesters, etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The type of tools needed to harvest the crops planted in the specific agricultural enterprise is described.

ASSESSMENT CRITERION RANGE

Tools, according to specific production context include, but are not limited to hands, trays, crates, picking bags, shears, ladders, etc.




The process that is implemented to enable workers to report any malfunction of the harvesting equipment is described.


A problem solving strategy is described.

SPECIFIC OUTCOME 2

Demonstrate an understanding of sampling for maturity indexing.

OUTCOME RANGE

Maturity indexing may include, but is not limited to stage of growth of crop, sugar levels, size, colour, texture, ratios of one chemical versus another, level of ethylene production, etc.

ASSESSMENT CRITERIA


The maturity-indexing plan that is implemented for the specific agricultural enterprise is described and explained.


The collection of samples and responsibility of collection is explained.


The recording of maturity indexing information is explained.

SPECIFIC OUTCOME 3

Demonstrate an understanding of the harvesting of crops according to harvesting plan.

OUTCOME RANGE

Procedures include, but are not limited to quality specifications, maturity specifications, weather data, withholding periods, etc.

ASSESSMENT CRITERIA


The different factors that can influence the harvesting of the crop are explained.


The harvesting process of the crop and how a harvesting plan is implemented are described.


The importance of a harvesting plan with relation to the other operations of the enterprise is explained.


Management of the harvesting process to ensure a quality product reaches the shelf or processing plant is described.


Special requirements for harvesting are described.

SPECIFIC OUTCOME 4

Implement a health, hygiene and safety plan during harvesting.

OUTCOME RANGE

Health, hygiene and safety plan includes but is not limited to ensuring that one worker has basic first aid skills per group harvesting, that a first aid kit is available and that the workers know where it is, that toilet and hand-washing facilities are within walking distance from the area.

ASSESSMENT CRITERIA


The main components of the organisations health, hygiene and safety plan are explained.


The relationship of the health, hygiene and safety plan to the OHSA, and other requirements such as EUREPGAP, BRC, HACCP are explained.


An understanding of how health, hygiene and safety of both the harvested crop and the person harvesting are ensured is demonstrated.


The process followed in case of an emergency is described.

SPECIFIC OUTCOME 5

Implement the waste collection and disposal plan.

OUTCOME RANGE

Waste includes but is not limited to bio-degradable materials (include parts of plants, fruit, flowers, etc.)

and non bio-degradable materials (plastics, glass, metals, etc.) A waste collection and disposal plan could include but is not limited to evaluating what can be recycled, how and where and what must be dumped, where and how.

ASSESSMENT CRITERIA


An understanding of how waste from the harvesting process is identified and classified is demonstrated.


An understanding of how colleagues are encouraged to keep the harvest area clean of waste and why this is important is demonstrated.


Implementation of a waste disposal plan is explained.


Monitoring, evaluation and control of the waste disposal plan is explained.


The need for keeping records of waste and disposal and how this assists the disposal plan is explained.

SPECIFIC OUTCOME 6

Manage the care and maintenance of harvesting equipment.

OUTCOME RANGE

Care and maintenance includes but is not limited to cleaning, sanitizing, doing basic maintenance and repairs etc.

ASSESSMENT CRITERIA


The basic plan that implemented for caring and maintenance of harvesting equipment is described.


The strategy of how the workers are encouraged to care, maintain and store equipment correctly is described.


Routine maintenance is described.


An understanding of the process implemented to report major problems with equipment is demonstrated.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The assessment of qualifying learners against this standard should meet the requirements of established assessment principles. It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which the qualifying learners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment, formative and summative assessment, portfolios and observations etc. The assessment should ensure that all the specific outcomes; critical cross-field outcomes and essential

embedded knowledge are assessed. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance. Essential embedded knowledge must be assessed in its own right, through oral or written evidence and cannot be assessed only by being observed. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a qualifying learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a qualifying learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, then they should not be assessed as competent. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge. Performance of specific outcomes must actively affirm target groups of qualifying learners, not unfairly discriminate against them. Qualifying learners should be able to justify their performance in terms of these values. • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA. • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA. • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The person is able to demonstrate a basic knowledge of: • Principles of harvesting a crop is understood. • Names and functions of tools and materials. • Safe handling procedures of tools and materials. • Various harvesting methods are understood. • Plant physiology and anatomy. • Importance of harvesting area being clean from waste material. • Basic knowledge of occupational health and safety appropriate to level.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem Solving: Relates to all specific outcomes.

UNIT STANDARD CCFO WORKING

Teamwork: All specific outcomes.

UNIT STANDARD CCFO ORGANIZING

Self Management: Relates to all specific outcomes.

UNIT STANDARD CCFO COLLECTING

Information interpretation: Relates to all specific outcomes.

UNIT STANDARD CCFO COMMUNICATING

Communication: Relates to all specific outcomes.

UNIT STANDARD CCFO SCIENCE

Use science and technology: Relates to all specific outcomes.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of Systems: Relates to all specific outcomes.

UNIT STANDARD CCFO CONTRIBUTING

Self-development: Relates to all specific outcomes.

UNIT STANDARD ASSESSOR CRITERIA

N/A

UNIT STANDARD NOTES

This person should be able to function in a management position and should have the ability to make sound decisions regarding the operation as well as guide subordinates in the process of harvesting and related issues.

All qualifications and unit standards 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.

Crop harvesting - AgriSETA

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