NQF Level: 2 US No: 116111

Learner Guide
Primary Agriculture

H a r v e s t Ag r i c u l t u r a l
Cr o ps

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The availability of this product is due to the financial support of the National
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 Harvest Agricultural Crops: Procedures

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Primary Agriculture NQF Level 2 Unit Standard No: 116111

Before we start…
Dear Learner - This Learner Guide contains all the information to acquire all the
knowledge and skills leading to the unit standard:

Title: Harvest Agricultural Crops: Procedures

US No: 116111 NQF Level: 2 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 48976 2 120
National Certificate in Mixed Farming Systems 48977 2 120
National Certificate in Plant Production 48975 2 120

Are you enrolled in a: Y N

Please mark the learning program you
Learnership?
are enrolled in:
Skills Program?
Your facilitator should explain the above
Short Course?
concepts to you.

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.

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.

What is assessment all about?

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

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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.

How to use the activity sheets…

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 and worksheets, 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 and worksheets, hand this
workbook 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.

Enjoy this learning experience!

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How to use this guide …

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:

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 The following box indicates a summary of

concepts or principles to concepts that we have covered, and offers
help you contextualise you an opportunity to ask questions to your
them easier, will be shown facilitator if you are still feeling unsure of
in this box. the concepts listed.

My Notes …
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 are we going to learn?

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

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

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

Introduction …………………………………………………………………………………… 6

Session 1 Pre-determined harvesting method……………………………….. 7

Session 2 Sampling for maturity indexing........………………………………. 19

Session 3 Harvest crops...................................……………………………….. 25

Session 4 Health, hygiene and safety measures…………………………….. 32

Session 5 Disposal of waste……………………………………………………….. 39

Glossary .................................................................................... 43

Am I ready for my test? ........................................................... 44

Checklist for Practical assessment .......................................... 46

Paperwork to be done .............................................................. 47

Bibliography ............................................................................. 48

Terms and conditions ………………………………………………….. 48

Acknowledgements .................................................................. 49

SAQA Unit Standards

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What will I be able to do?

When you have achieved this unit standard, you will be able to:
Harvest crops according to basic procedures making use of basic harvesting
tools.
Gain specific knowledge and skills in harvesting techniques.
Operate in a plant production environment implementing sustainable and
economically viable production principles.

Learning Outcomes
At the end of this learning module, you must is able to demonstrate a
basic knowledge and understanding of:
The principles of harvesting a crop.
Names and functions of tools and materials for the harvesting process.
Safe handling procedures of tools and materials utilised.
The various harvesting methods.
Plant physiology and anatomy required for the harvesting of different crops.
Importance of harvesting area being clean from waste material.
Occupational Health and Safety and other applicable legislation.
Use of sensory cues to show harvest readiness.

What do I need to know?

It is expected of the learner attempting this unit standard to demonstrate
competence against the unit standard:

It is assumed that the learner has successfully completed the unit standards listed
below:
NQF Level 1; 116201; Harvest agricultural crops.
NQF Level 1; 116156; Collect agricultural data.
NQF Level 2; 116060; Utilize and perform minor repair and maintenance
tasks on implements, equipment and infrastructure.

Introduction
After you have taken care of the crop plants during the growing season, the produce
has to be harvested and income generated by the selling thereof. Harvesting is as
important as applying enough water and fertilizers, as any mistakes made at this
stage can render all the inputs made up to harvesting ineffective. Therefore it is
important to know your crop and its needs to produce a good yield, know when to
harvest, what procedures to follow and what tools and equipment to use during
harvest.

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Session 1 Pr e - de t e r mi n e d h a r v e s t i n g
m e t h od
After completing this session, you should be able to:
SO 1: Select and use appropriate tools / equipment for pre-
determined harvesting method.
SO 6: Care and maintain equipment used in cooperation with, and
guiding others.

In this session we explore the following concepts:

Harvesting methods.
Harvesting tools and equipment.
Care for harvesting tools and equipment.
Clean and maintain harvest tools and equipment.
Safe and correct use of tools and equipment.
Report and record problems experienced during harvesting.
Store equipment and tools.

1.1 Introduction
In preparation for harvesting, an assessment is done of the tools and equipment
required. This is done taking into account the size of the farm, the crop and/or
cultivars, the period during which the harvesting must be completed, and the
capacity of storing facilities, where applicable.

Once this information has been gather a decision can be made as to the number and
size of picking teams , which in turn determines the equipment requirements.

In the case of mechanical harvesting such assessments will determine when a

harvester should be booked, if the farmer does not own a harvester, and the
number of harvesters that may be required. In addition, the numbers of back-up
equipment such as tractors and trailers used for transporting harvested goods can
be decided upon.

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1.2 Harvesting methods

The crop type and expected harvest volume will determine the harvesting method
that is to be used. Certain crops are harvested by hand, while others are harvested
either manually or mechanically. Hand harvesting usually provides a better quality
product than mechanical harvesting. Harvesting by hand is however more time
consuming and expensive than mechanical harvesting and is not always practical or
economical feasible.

The method of harvesting is also affected by the size of the field. A farmer might
easily be able to harvest half a hectare of maize by hand, but it is not possible when
hundreds or even thousands of hectares are to be harvested.

In addition, the market may often dictate the harvesting method. If for example
tomatoes are to be sold on the fresh produce market, harvesting will be by hand in
order to ensure that the crop is not damaged. If, however, the fruits are destined to
be processed, a certain degree of damage is allowed at harvest.

Crops that are exported as fresh produce, including most of the tree fruit and
vegetables, are traditionally harvested by hand. The quality of fruit and vegetables
play an important role in their marketing and thus the amount of damage should be
minimized. Physical damage to produce also leads to a shorten shelf life.

Crops, such as tobacco and cotton are examples of industrial crops, which are
harvested by hand. In the case of tobacco this is because the leaves mature from
the bottom of the plant upwards. The time lapse between ripening of the bottom to
the top leaves is such that the plant cannot be harvested all at once.
Hand picked cotton is of a higher quality than machine picked cotton, because hand
picked cotton can be picked sooner and cleaner than with a harvester.
Grain (wheat and maize), oil (sunflower and canola) and protein (soybean and
groundnut) crops are seldom harvested by hand. These crops are harvested by
using specialized combine harvesters.

There are instances where a combination of hand and machine picking is practiced.
An example is where onions or potatoes are lifted out of the soil using machines.
The bulbs or tubers are then picked up and sorted by hand.

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1.3 Harvesting tools and equipment

The tools and equipment that are regularly used during harvesting are:
Pruning shears
Picking bags
Ladders
Bulk bins and picking trailers
Combine harvesters
Tractors
Knifes
Garden fork

1.4 Taking care of the harvesting tools and

equipment
All tools and equipment used in the harvesting process must be properly cleaned
and sterilized before and after use as well as at regular intervals during harvesting.
Workers must also wear clean protective clothing.
Pruning shear

The most common tools used for harvesting fruit are steel pruning shears (Fig 1.1).
They are used to cut the stem of the fruit as close to the button, or calyx, as
possible without injuring the shoulder of the fruit. Some vegetable fruits, like
tomatoes, can easily be picked by a simple twist of the hand, while pruning shears
are used on fruit, such as peppers.

Figure 1.1: Pruning shears

In some crops specialized shears and snips are used for harvesting. Pruning shears
fit comfortably into the palm of the hand 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.

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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 and are slung over the shoulder of the picker. As the picker picks the
fruit, it is placed inside the bag until it is full. It is then taken to a general 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 hand picked, the cotton is placed in picking bags before being
emptied into metal baskets (see section 1.4). Unlike as for tree crops the bags are
not woven bags (material or polyvinyl) as the strands of these bags contaminate the
cotton fibre. Cotton picking bags most often used are empty plastic fertilizer bags.
Because these bags are not porous and the cotton will still contain 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 (Fig 1.2). They are also designed
to be stacked. (Fig 1.2).

Clean, dry and sterilized 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.

Figure 1.2 An example of a picking crate (left) used during harvesting of fruit and
vegetables. Crates can be stacked for easy storage (right)

Harvesting Knives

Knives (Fig 1.3) are used in 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
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the produce. Knives should be regularly cleaned and disinfected whilst harvesting to
prevent the spread of post harvest decay organisms.

Figure 1.3 An example of a knife, which can be used in harvesting certain vegetable
crops.

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 aluminum 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 compromise 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
(Fig 1.4). 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 harvesting, any
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 discover any problems such as
broken blades or other broken parts etc.

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Figure 1.4 Examples of different combine harvesters. A combine used in maize on

the left and for wheat on the right.

Cotton harvesters (Fig 1.5) have rotating comb-like spindles (Fig 1.5), 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

Figure 1.5 A cotton picker at work (left) and the spindles of the harvester (right).
Onions, potatoes and groundnuts grow below the soil surface. Commercially these
crops are harvested by lifting the bulbs, tubers or pods from the soil at first. Once
lifting has been completed the crop is picked up by hand, sorted and packed. Lifting
is done using specialized 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
drawn 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 (Fig 1.8) or bulk bins (Fig 1.8) 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 (Fig 1.6), 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 will be threshed and the pods placed in
woven material bags or bulk trailers and transported to where the peanuts will be
processed.

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Figure 1.6 An example of an onion bag

Garden fork

In the case of smaller production areas such as home gardens where mechanical
harvesters cannot be used, a fork (Fig 1.7) 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.

Figure 1.7 A spading fork (middle) which can be used in lifting root, tuber and bulb
crops.
Bulk Bins and Picking Trailers

Fruit are transported from orchards in bulk picking trailers (Fig 1.8) with a capacity
of 2t to 3t or in wooden or plastic bulk bins (Fig 1.8) with a capacity of 350kg. In
small operations, crates (Fig 1.2) with a capacity of 15 kg to 20 kg capacity are
used.

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Figure 1.8: Picking Trailers and Bulk Bins in a citrus Orchard

Bulk bins are normally supplied by pack houses, or 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 sterilized 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 tyres to make sure they are good condition. If trailers have to be used on
national roads, they must be roadworthy. The fruit-carrying area of the bin must be
checked for dirt, sharp edges, latch functioning, etc.

The metal baskets (Fig 1.9) 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. Because it is made from metal, any rust should be removed
and treated.

Figure 1.9 Metal baskets (left) in which seed cotton can be stored for long periods of
time. The basket (right) is covered with a tarp to prevent rain from damaging the
seed cotton.

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1.5 Cleaning, sterilizing and maintaining

harvest tools and equipment
Cleaning of harvesting tools refers to: a) the removal of dirt and plant material as it
becomes adhered and b) to the removal of microscopic particles including disease
organisms.

The harvested produce must not come into contact with post-harvest decaying
organisms, as it will reduce the shelf life and quality of produce.
Removal of dirt, plant material etc. from tools and equipment prolongs the lifespan
of tools.
Sterilization is the elimination of all transmissible agents (such as bacteria, fungi and
viruses) from a piece of equipment. Sterilization of tools and equipment can be done
before, during and after the harvest process.

It can be sterilized by simply dipping it in a (1%) or leaving it in a (0.1%) solution

(exp SporekillTM from Hygrotech) for 10 to 15 minutes.

Household bleach (Jik) and Dettol can also be used as a 1% solution (1% = 10l
product in a 1000l of water).

1.6 Safe and correct use of the tools and

equipment during harvesting
The tools and equipment used during hand picking are usually quite simple and
accidents seldom occur. However, the following should be kept in mind:

The tools are usually sharp. Ensure 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. When sharpening blades, wear
protecting eyeglasses and follow the instructions and procedures when using the
sharpening equipment.

Containers with disinfectant should be spaced out over the harvesting area for
easy excess. Knifes and pruning shears can then easily and regularly dipped into
the liquid. The general rule of thumb is between cuts on different plants, but
follow the crop specific procedures where provided.

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Mechanical and equipment

For correct use of equipment, follow the methodology as set out by the
manufacturer.

Never insert any body part into a moving mechanical part. First switch the tool
or equipment off and wait for all moving part to come to a complete standstill
before attempting to service or unblock it.

Wear protective clothing and shoes, eyewear, masks and ear plugs as prescribe
by the instruction manual of the tool or equipment, or procedures provided on
farm.

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

1.7 Reporting and recording of problems

experienced during harvesting
Every farming enterprise has to set out their own guidelines as how to report and
record problems, which may occur during harvesting. If the problem led to serious
losses (human or produce), it is also important to record every aspect of the
problem as the case may end up in a court of law. Always follow the required
occupational health and safety rules as set out in the OHS act, as well as company
guidelines and procedures.

Problems should be reported promptly to your line manager. It is best to put the
problem in writing as soon as possible after the incidence. Make copies of the report
and when handing it over to the line manger, he/she must sign for the receipt there-
of. (Keep the copies safe for future reference.)

The above mentioned, incidence/problem must also be recorded in a logbook. This

will ensure that reports receive the necessary attention that is needed.

1.8 Storing equipment and tools used in

harvesting
Before storing equipment and tools, ensure that it is clean and in working condition.
This can prolong the life span of the equipment and tools and will prevent hold-ups,
due to it being broken.

Where and how harvesting equipment and tools are stored will depend on the
equipment and tools itself. Heavy machinery (tractors and mechanical harvesters)
and trailers are normally kept in a shed, while smaller equipment and tools are
locked up in a store- room.

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If the harvester is not going to be used till the next season, it is advisable to remove
the battery and store it separate from the harvester, as it may prolong the life span
of the battery. Where the equipment and tools are placed in a shed, organize the
shed in such a way that tools and equipment of the same type is placed together.
Also install shelves or other applicable storing facilities for easy and safe storage.

Please complete My Notes …

Activity 1 at the ..........................................
end of this . .........................................
session.
. .........................................
. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .........................................
. ...............

I understand Questions that I still would

Concept (SO 1)
this concept like to ask
Tools that will be needed to harvest a
particular crop is described.

The way to ensure that the harvesting

equipment is in good working condition
is explained

The way tools will be used according to

established and familiar industry
procedures in demonstrated.

Caring for equipment according to

procedures is described

The importance of cleaning and caring

for the equipment is explained

The place and way of storing

equipment is described

The way of dealing with defaults in

equipment is explained

The routine and basic procedures that

are dealt with at particular level is
explained

The way in which problems are

reported and recorded is discussed.

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1
Instructions: My Name:
Explore and discuss ..................
My Workplace:
..................
My ID Number:
SO 1
...................

Go outside to the tool shed and retrieve all the tools/equipment necessary for
harvesting tomato fruits. Make a note in your workbook as to which tools/equipment
you are going to use.

Check the tools/equipment to determine whether it is clean, unbroken and in

working condition. Make notes on any problems you experienced in terms of a
tool/equipment not functioning properly. Discuss in your group why it is important
for tools/equipment to be clean and functional when retrieving it from the shed.
Make notes of this discussion in your workbook.

Rectify any problems – again make notes in your workbook of what you did and how
you did it

Facilitator comments: Assessment:

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Session 2 S a m pl i n g f or ma t u r i t y
i nde xi ng
After completing this session, you should be able to:
SO 2: Carry out sampling for maturity indexing according to
established and familiar procedures

In this session we explore the following concepts:

Maturity indexing and sampling.
Sampling technique methods.
Analysis of fruit samples.
Recording maturity indexing information.

2 .1 Maturity indexing and sampling

Before a crop can be harvested, it must be determined whether the crop is ready to
be harvested. To this end maturity indexing is done for a crop.

Maturity Indexing

Maturity indexing is, simply put, the process of monitoring the physiological
development of fruit as it ripens.

Sampling

Taking of a few individual fruits from some trees in the orchard of the same
cultivars. These fruits then represent all the fruits in that orchard and specific
cultivars.

Ready for harvesting 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 young stage mostly before the crop is
mature. In vegetables such as carrots, beetroot and lettuce the size requirement
for the crop may determine when it will be harvested.

Fruit crops and fruit bearing vegetables can be divided into two groups with
regard harvest. In the one group the fruit is harvested at a fairly green stage, as
fully ripening will only occur post harvest. This often helps to prolong the shelf
life of the produce. Examples of these crops include avocados, mangoes,
bananas and tomatoes. Other fruit crops such as grapes, litchis and strawberries
will not ripen further or improve quality after harvest. This means these types of
crops must be harvested when matured.

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Maturity indexing information is used to plan harvesting, by determining whether

fruit should be picked earlier or later than the historically recorded picking dates,
and adjust orchard practices where needed.

Maturity indexing also provides information on how the internal physiological

development of the fruit is progressing relative to other physiological factors,
such as the colour and size. Equally important, it allows the manager to
determine the readiness for picking and quality relating to the specific
requirements and opportunities in the market.

The basic parameters that are assessed and monitored during maturity indexing
are internal quality parameters and fruit colour, as defined by colour plates
(Available from the different growers’ associations, retailers and exporters).

There are four stages of ripening for tomatoes e.g. pale green, early light red,
light red (shoulders of fruit not full red yet) and full red colour (Fig 2.1). Despite
the outside colour, the flesh is already ripe and harvesting at any of these stages
will produce an acceptable product. Some consumers prefer pale green to early
light red fruits if they go camping for long periods of time, as the fruits will turn
fully red with time and the changes of rotting will be minimal. However, a
housewife who is preparing a meal for her family would prefer a light red to fully
red colored tomato.

Early light red

Pale green
Full red

Light red

Figure 2.1 Stages of ripening for tomatoes, based on colour change.

Maturity indexing is a common practice in tree crops like citrus and mango and
prescribed norms are available. In vegetable crops like tomatoes, colour changes
can be used to classify maturity, but no fixed norms have been developed. All
fruit-kinds are harvested when a desired coloring has developed. The colour
development is used as an indication of internal ripeness.

In grain and other field crops, maturity is usually determined by the moisture
content of the produce. For each of these crops there are set norms in terms of
moisture content. Table 2.1 provides some of the norms as to the relation
between moisture and harvest ability. When the crop is too dry, conditions in the

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silos can become instable and explosions may occur. If the moisture content is
too high, problems with rotting and mould develop.

Table 2.1 The moisture content norms at harvesting for certain field crops are set at:
Crop Moisture content (%)
Maize kernels ± 13%
Sunflower seeds 10 to 13%
Seed Cotton ±12% (for machine harvest)
Soybean pods 10 to 13%
Groundnut seeds ± 10%

2.2 Sampling technique methods

In order to conduct maturity indexing, the crops must be sampled and then a
specific test is performed on the sample.

Fruit sampling – example citrus and tomatoes

Sampling for maturity indexing are generally initiated two months before the
historically initiation of the harvesting period of a cultivars.

It is important that the correct fruit is sampled on a plant. The first principle of
sampling is that the sample must be representative of the bulk of the medium that is
being sampled. A sample is not a piece or a section of a whole, but rather the whole
reduced to a manageable volume.

Although a fruit sample must be taken randomly, the focus should be on fruit that
represent the development stage of the bulk of the crop. The focus should also be
on the fruit that is likely to be harvested in the earlier part of the season, referred to
as the first pick. Unusually large or small fruit would not be included in the sample.
The sample is placed in a bag and the details of the field / orchard, the date of
sampling is written on a label and sealed. Do not write on the outside of the bag as
the writing will wipe off.

Sampling Field crops

Using maize as an example, the following applies for sampling field crops. The
maize kernel goes through a number of developmental stages before maturing. One
of these is the soft and hard dough stages. The soft dough stage is identified by
pressing the kernel with a finger nail. If it releases a white milky substance, the
kernel is at the soft dough stage. This is the ideal stage for harvesting of green cob
corn. If the same test is preformed and the kernel is still soft, but no milk flows from
it, the hard dough stages has been reached, and at this stage the cobs are no longer
suitable for cob corn. After this stage the kernels keep on losing moisture and
become harder and harder. Physiological maturity is reached when a black
abscission layer develops between the ear and the individual kernel. At this stage the

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kernels can easily be removed from the cob by simply rubbing two ears over each
other. The kernels will however still be too wet and harvesting cannot commence

Place where black

abscission layer will
develop.

Figure 2.1 The abscission layer forming around individual maize kernels (left). On
the right is an immature ear on which the arrow indicates the place where the black
layer will develop.

To determine if the right moisture content has been reached the following steps are
followed.

Walk in a zigzag fashion through the maize field and pick ears from different
plants, spread out over the whole field. Do not pick ears (cobs) from the border
rows, as these plants are not representative of the field.
Remove the leaves from the ears and thresh them by hand.

One should harvest enough ears to generate 5 kg of seed.

Place the threshed seeds in a container and mix it thoroughly.

By taking hands-full of seeds from different places and at different depths out of
the container, a representative sample can be obtained. The sample should be
at least 1 kg in mass.

If there are no instruments available on the farm to determine the moisture

content, the sample can be taken to a co-op, which handles grain crops.

Determine the moisture content

If the moisture content is 15% or above, wait at least another week and repeat
the procedure. Repeat this until the desired moisture content of 13 % or less has
been reached.

Similar procedures can be followed for other grain crops. Talk to farmers in the area
to obtain information concerning the co-op.

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2.3 Analysis of fruit samples

The procedures set out in this section are applicable to citrus fruits. Similar tests are
conducted on tomatoes for the tomato processing industries where the Brix, acidity
and juice percentage is measured. Most other vegetable fruits and leafy vegetables
will not be analyses chemically, while grain and oil crops will only be monitored for
moisture content as explained in session 2.2.2.

In the laboratory details relating to the sample are noted, including the producer,
orchard number, and fruit size and colour. The fruit is then weighed, cut, its juice is
extracted and the following parameters are measured:

Juice percentage;

Brix, which relates to the total soluble solids or sugar content; and

Acidity.

The ratio of Brix to acidity is a further parameter used by the industry to determine
acceptability of taste for different markets.

The norms for different varieties are set at different levels. In the case of lemons,
the only deciding factor for export is juice percentage, as neither Brix nor acidity
levels are generally used for table fruit. In the case of niche cultivars, higher
standards, meaning higher Brix and ratios, have been set to place the fruit in a
particular marketing bracket. That standard has to be maintained to assure the
producer of the potentially higher return from that market.

2.4 Recording maturity indexing information

Once the internal quality results are received from the laboratory, the data is
assessed relative to the management plan on the farm.

The maturity indexing information is stored in a file and presented as a graph to

develop a picture of how the fruit is maturing. If orchard practices need to be
changed to manipulate fruit development, maturity indexing is a key factor in
guiding this.

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I understand Questions that I still would

Concept (SO 2)
this concept like to ask

The way the sample will be

harvested and how it will be
handled (processed) is explained.

The way to harvest the sample and

process it is demonstrated.

The reason for taking a sample is

explained.

Your understanding of the routine

with which the sample has to be
taken is explained.

My Notes …
...................................................................
...................................................................
. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................
...................................................................

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Session 3 H a r v e s t c r op s
After completing this session, you should be able to:
SO 3: Harvest crops.

In this session we explore the following concepts:

Harvest preparation.
Harvest methods.
Harvesting guidelines.
Post harvest handing of crops.
Preservation of quality and safety during harvesting.

3.1 Harvest preparation

Before harvesting can commence, a number of decisions must be taken and
preparations must be made.

The harvesting process can be divided into sections. If for instance a reasonable
percentage of the fruit in a certain orchard will not be fit for export because of
external damage, a decision must be taken to pick the fruit that is more likely to be
fit for export separately Note that pickers who are entrusted with pre-selection in the
orchard / field must be well-trained and closely monitored to ensure that export fruit
is not picked by mistake.

Based on the maturity indexing data and the crop estimate, a decision has to be
taken on when picking will start, and on the picking period.

A decision can also now be taken on the number of pickers and picking teams that
will be required. The necessary workers are recruited and trained, if necessary prior
to the harvest.

In preparation for harvesting, a general inspection of the equipment is required to

ensure that maintenance has been adequately seen to. Pruning shears, picking
bags, ladders, bins or trailers, and tractors are inspected to ensure that they are in
the proper working condition. All equipment that may come into contact with fruit
must also be cleaned and sterilized to limit waste and decay.

Mechanical harvesters are very expensive and harvesting is often contracted out. It
is therefore essential for a farmer to book the harvesters well in advance to prevent
yield and quality losses due to too late harvesting. Contractors usually prefer to
harvest all the fields in a particular production area before moving on to the next
production area and will seldom return to an area in the same season. Therefore the
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planting time of the crops should also be seen as part of the harvest preparation. If
you plant earlier or later than the other farmers in the area, your crop’s development
will not be in synchronization with the rest of the fields in the area and that can lead
to problems, come harvest time. If a farmer, however, has his/her own harvesters,
the latter is not of importance. As with contract harvesting, make sure to enquire
and plan for contract labor, transport of the produce to markets, gins, silos etc., if it
has to be contracted out.

3.2 Harvesting methods

Fruit picking methods

Snap picking; and clipping

Snap picking is a method whereby fruit is twisted off sharply by hand without
using an implement. Clipping makes use of specifically designed pruning shears
that are used to cut the fruit’s stem. Clipping is generally recommended in most
situations, but there are cases where snap picking, which is faster, is
appropriate.

In the case of clipping, purpose-built pruning shears are used to cut the stem as
close to the button, or calyx, as possible without injuring the shoulder of the
fruit. Long stems of between 1mm and 4mm, which result from inefficient
cutting, are a frequent problem in harvesting and can lead to the puncturing of
fruit when they are put into the picking bags, trailers or bins. Injuries of this
nature can cause the fruit to decay at a later stage. If fruit is handled roughly or
if the shoulders are cut by inexperienced pickers or pickers who are not taking
enough time, it also increases the risk of fruit decay.

Snap picking is not recommended for export produce such as citrus fruit. The
reasons being: The calyx buttons are pulled out easily; oleocellosis develops
because of the pressure on fruit as it is pulled and twisted, and stems are
sometimes not cleanly broken off. It is however appropriate in certain
situations, such as when a team is sent in to select and pick non-export fruit.

Snap picking is often done in tomatoes and other vegetable fruit crops, while the
use of clipping is often done to improve the quality of the produce as less
bruising and other physical damage associated with snap picking occurs.

Harvesting of leafy vegetables

In most cases the cabbage and lettuce heads are cut from the root at the base of
the head and as close as possible to the soil surface, using a knife. Where individual
leaves are harvested such as Swiss chard (spinach) or lettuce, the fingers are placed
close to the base of the petioles and while holding on firmly to the petiole the leaf
will be removed from the plant in the same way as the snap pick procedure followed
in tree fruit. This may, however, cause tearing of the petiole tissue and knifes may
also be used for a cleaner cut.

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Harvesting of grain and seed crops

If small areas are to be harvested, maize ears can be harvested with the snap
picking method, (explained in session 3.3.1,) while pruning shears can be used to
cut the heads of the sunflower stem. The ears can then be taken to the shed where
the ear leaves have to be removed to gain access to the kernels. By simply rubbing
the hand palm firmly over the ear, the kernels can be removed. An alternative is to
rub two ears against each other. When soybeans are harvested, it would be easier to
cut the stem with pruning shears (or any other sharp tool), close to the soil surface,
take the stems to the shed and manually remove the pods from the stem. The seeds
can be removed by pressing hard on the sides of the pods to force it open.

3.3 Harvesting guidelines

The section below summarizes harvesting guidelines for selected crops.

Citrus
Once picking starts, a few basics guidelines should be adhered to.

Picking bags are suspended from the side of the pickers and not in front of
them. This prevents bruising to the fruit as the picker leans against a ladder or
reaches into branches in the canopy.

Pickers walk with full picking bags and not run, as running will bounce and chafe
the fruit, leading to the development of oleocellosis.

When picking bags are emptied, place the bag close to or on existing fruit lying
in the bulk bins or picking trailers before being emptied. This will also limit
injury.

Once a bag has been emptied, it must be opened and shaken to remove loose
twigs, leaves and sand that might have collected during the picking process.

Fruit that are lying on the ground or were dropped during the picking process
must not be picked up from the ground and mixed with export fruit.

When varieties that are susceptible to oleocellosis are harvested, filling of bulk
bins and trailers should be limited. The extent of the limitation will depend on
the specific condition, but it would generally never be approximately 50% of the
volume of the bin/trailer. As an added precaution, rubber or cardboard sheeting
can be used to line bins providing protection.

Soft fruits such as tomatoes

Give clear instructions on which colour fruits should be harvested and which
should be left for the next picking

Provide examples of some poor quality fruits and what should be done if such
fruit are encountered

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These fruits bruise easily and should not be dropped or thrown into the picking
crates.

Ears, heads and pods (dry)

As these are already dry, care should be taken to prevent the seeds from falling
out of the head or pod before it reaches the threshing area

As this stage some diseases could have attacked the ears, heads or pods. The
pickers should know how to identify these and should separate diseased pods
and cobs.

3.4 Handling crops post harvest

Tomatoes

The fruit is transported to the pack houses where it is sorted into different (colour
and size) classes. Bruised, diseased and other damaged fruits are removed from the
main stream package line. After sorting and cleaning, the fruit is packed in plastic
bags or boxes, ranging from two fruits to as much as five to ten kg of fruit per box.
The packages are then clearly marked with the grade and the farm name and
contact details before it is loaded into trucks and transported to the point of selling.

The fruit, which is not fit for fresh produce, may be sold at local markets (if the
damage is minor) or used for processing or used as animal feed.

Potatoes

The tubers are loaded onto trailers and transported to the shed or pack houses
where it is washed before grading. The tubers are graded on the size. Damaged and
diseased tubers are discarded or may be used as animal feed.

After grading, the tubers are packed into re-enforced paper bags and the bags
sealed. The most popular sizes are five and ten kg pockets. The bags should clearly
indicate if the tubers were washed or not, the cultivars, the size tuber, the mass in
the bag and the farm’s name and contact details. The bags of potatoes are then
loaded onto trucks and transported to the point of sale.

Pumpkins and watermelons

These fruits require no special treatment after harvesting and are often loaded
directly onto the trucks from the field and transported to the point of sale.

Grains - maize and wheat

After the threshing, the grain is placed in to 50 kg bags, which are closed up and
loaded onto trucks or transported directly from the field in bulk containers to the
point of sale or storage.

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3.5 Ensuring the preservation of quality and

safety during harvesting
Harvested fruit must be taken to the pack house within 24 hours after being
harvested. In the warmer spring and summer months, the fruit should
preferably be kept under cover in a well-ventilated shed or under shade-cloth to
prevent excessive wilting and resultant softening of the fruit.

Fresh produce should be transported in cooled trucks.

Supply the correct harvesting tools and equipment.

Ensure that tools and equipment are in a good, clean and working condition.

Ensure that all workers know how to handle harvesting equipment and tools.

Where hand harvesting is practiced, also stress the importance of personal

hygiene and the effect of a lack thereof on quality.

Supply containers with disinfectant in which knifes and pruning shears can be
routinely dip during the day.

Discard diseased produce as it can contaminate the healthy produce.

Please complete My Notes …

Activity 2 at the ..........................................
end of this ..........................................
session.
..........................................
..........................................
..........................................
................

I understand Questions that I still would

Concept (SO 3)
this concept like to ask

Harvesting procedure for the

specific crop is explained.

The basic maturity level of the

crops as advised is described.

The handling of the harvested crop

immediately after harvesting is
described.

Any specifications which need to be

followed as advised is explained.

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2
Instructions: My Name:
Explore and discuss ..................
My Workplace:
..................
My ID Number:
SO 3
...................

Now that the correct tools and equipment have been identified and taken care off
(Activity 1), move to the tomato field.

Take your pruning shears and picking container and pick five fruit, each having the
following colors: pale green, early light red, light red and full red. Take these fruit
back to the pack house and sort them into the four colors. Remember to dip the
pruning shears into the disinfectant bins on a regular basis. Why is this
recommended?

Use a knife to slice the tomatoes, one of each of the four groups you have just
sorted.

Take a picture of how the inside flesh look like. Past the pictures in your workbook
and clearly label each picture. Taste each of the four fruits and write down your
observations (does all of them taste the same, which colored fruit do you prefer).

Now place the remaining fruits in a windowsill, but keep the fruit in a group
together. After a week, again cut open one fruit of each group, take pictures, taste
and make notes. Repeat this until there are no more fruits left.

Now answer the following questions:

1. Did all the fruits finally turn full red?

2. The fruits, which were full red at harvest, did they last the whole four
weeks or did they go bad at the end of week four?

3. Did you experience any difference in taste?

4. Which colour tomato did you prefer? Compare this answer to that of your
classmates. If everybody did not prefer the same colored fruits, discuss
why not.

Make sure to complete all the answers.

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Facilitator comments: Assessment:

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Session 4 H e a l t h , h y gi e n e a n d s a f e t y
me a s u r e s
After completing this session, you should be able to:
SO 4: Harvesting crops, considering the necessary health,
hygiene and safety measures during the procedure.

In this session we explore the following concepts:

Appropriate safety wear for harvesting.
Personal hygiene and health.
Eurep GAP and HACCP

4.1 Safety wear appropriate to harvesting

crops and/or handling the harvested
crop
Working with machinery

No person should touch any machine unless he/she is trained for that specific
job.

When machinery is involved, it is best to wear overalls, protective gloves and

closed end shoes (not barefoot or sandals). All parts of the body, except the
face, must be covered, reducing the risk of injury due to stray rocks or even
plant debris during the harvest process.

Wear protective eyewear. Fine dust, soil and plant particles are always present
during mechanical harvesting of dry products such as maize and soybean, and
can cause severe eye damage - Due to the dust and fine particles surrounding
the harvester at work, dust masks should be used to prevent these from being
inhaled.

Do not wear loose clothes that may be caught in moving parts of machinery.

Safety during hand harvesting

Wear overalls and closed shoes. Although no machinery is involved, grass leaf
blades can cut exposed skin. Some crops such as tomato contain chemicals that
may irritate the skin.

Unprotected feet may be injured if harvesting bins are dropped on a foot.

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If pruning shears, knifes or other tools with blades are used during the
harvesting process, wear protective gloves.

Post Harvest

When machinery is involved, it is best to wear overalls, protective gloves and closed
shoes. Post harvest treatment of the produce may involve the use of chemicals. In
such situations ensure that the correct Personal Protective Equipment is used.

4.2 Personal hygiene and health

To prevent the contamination of produce with human related diseases, all laborers
should practice strict personal hygiene and should know that their health may affect
the safety of the end user. Important rules to adhere to are:

Wash hands under running water and with soap after each visit to the bathroom.

Wear a hair net if you are involved in packing and further processing of the
produce.

Wear a mask over the mouth and nose if you have to handle fruits and
vegetables.

In the case of a severe cold or other disease, inform your employer or group
leader so that the correct health procedures can be followed.

If you have, or if you suspect you have some other contagious disease, inform
your employer or group leader so that the appropriate measures can be
followed. This may involve you being used in aspects of the harvest process,
which will not place you in direct contact of the produce etc. Remember your
problem might be curable, but if you do not inform or trust your employer or
group leader with this information, you could suffer unnecessarily.

When you have open wounds on your body, cover it with clothes or bandages.
Replace bandages at least once a day and make sure you are treating the
condition correctly. If the wound is on the hands, use gloves when the produce
has to be handled. Also inform your employer or group leader of this situation,
to ensure the right health procedures are followed.
In case of an accident during the harvesting or post harvesting of the crop, call
the person(s) responsible for first aid to the scene of the accident, and then
inform the group leader and employer immediately.

If a fellow worker is not adhering to the rules set out by the employer, report it
to the group leader or employer promptly. Rules are usually set to protect all role
players in the harvest process, this includes you, and a person not following
these rules are not only endangering him/herself, but you also. Therefore, love
yourself and report any potential problems promptly.

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4.3 EurepGAP and HACCP

Euro-Retailer Produce Working Group (EurepGAP) and Hazard Analysis
Critical Control Point (HACCP)

When produce is exported, it has to adhere to certain criteria. The Euro-Retailer

Produce Working Group (EurepGAP) is the leader in setting these criteria and
farmers exporting to Europe have to adhere to these criteria, otherwise their
produce will not be accepted. Other countries of export may also start following
these criteria and South African farmers should know about it and also implement
Good Agricultural Practices (GAP) and Hazard Analysis Critical Control Points
(HACCP) to ensure their products adhere to the set criteria.

The importance of food safety was emphasized by Marianne van der Laarse from SA
Veg in a press release with the title: “FOOD SAFETY FOR THE VEGETABLE
INDUSTRY – LET’S FACE REALITY “ in 2004. The following is what she had to say:

Compliance with international food safety requirements is essential for South Africa
to gain and maintain market access in Europe. While export of vegetables from SA is
far below capacity (only ± 4% of local vegetable production is exported), a
prerequisite for further development of these export markets include total dedication
to food safety.

While international retailers have taken the lead to enforce discipline on food safety
requirements for fresh produce suppliers, local retailers have also stepped up their
controls and implemented internationally recognized standards such as EUREPGAP
covering growing aspects and BRC (British Retail Consortium) for pack houses. In
addition, local legislation, which comes to effect early in 2005 will enforce
compliance to SA GAP (South African Good Agricultural Practices) standard for
export of all products of plant origin to EU, USA, Asia, African countries. The
European Union (EU) is speeding up their quest to minimize the use of pesticides. As
the EU is a major importer of SA fresh produce, and while exporting of vegetables is
a major development focus for South Africa, the vegetable industry will therefore
have to take action to ensure compliance with required food safety standards.

In response to these food safety challenges facing the vegetable industry, SA VEG
recently held two successful food safety workshops in Pretoria (21 October 2004)
and Stellenbosch (28 October 2004).

The focus was mainly on the SA PIP program (SA Pesticide Initiative Program), new
legislation on SA GAP and EUREPGAP compliance for vegetable growers. Louis du
Preez, Manager of SA VEG, presented an overview on SA VEG, and the road ahead.
He emphasized that the unification of the diverse vegetable industry was a major
achievement, and the challenge is now to develop SA VEG’s structure to enable it to
fulfill its role.

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Dr. Gerrit Bruwer (PPECB) touched on trends in the fresh produce industry on food
safety, especially at consumer level. He also gave an overview of new SA and EU
legislation that will come into effect soon and that will directly influence the entire
SA vegetable supply chain, from grower level through to shippers. He emphasized
the importance for the vegetable industry to cooperate and urged the industry to
join SA VEG. He informed delegates that from March 2005 all growers who are fresh
produce are exported to the EU and other countries will have to be audited against
the SA GAP standard.

Growers who are certified by a commercial system such as EUREPGAP will not be
audited, as EUREPGAP will be accepted. The frequency of the audits will be done
according to risk: high-risk produce (audit once a year), medium risk produce (audit
once every 18 months), low-risk produce (audit once in 3 years).

Traceability the driving force

According to Mr. Jeff Gibson from the PPECB, trace ability is the driving force to
address concerns for food safety when it comes to phytosanitary issues, MRL’s and
genetically modified organisms (GMOs). Commercial standards such as, EUREPGAP,
HACCP and BRC also fuel the drive for trace ability.

According to the Agricultural Product Standards Act, which is a new South African
legislation, all food business operators (FBOs) involved in exporting anything of plant
origin for consumption by people or animals to any country will have to register at
the Department of Agriculture (DoA – previously NDA) for an export registration
code (alphanumeric code - old PUC codes). This has to be done for trace ability
purposes. This law will be applicable as from 1 January 2005. The vegetable food
business operator must therefore embrace trace ability, as it is a prerequisite for
compliance with ever demanding food safety standards.

At the workshop in Pretoria Mr. Marius Boshoff from Syngenta/Qualitrack

emphasized that EUREPGAP need not be a painful experience; he provided a
practical approach to compliance with. EUREPGAP Dr. Elme Coetzer from
REPGAP/Food plus SA highlighted a few aspects on the implementation and
certification of EUREPGAP, and the impact the standard has made in South Africa
and other countries. According to Dr. Coetzer South Africa has the second largest
EUREPGAP certified area in the world. The highest percentage of his area covers
fruit production.

Vegetable industry facing challenges on Maximum Residue Levels.

Maximum Residue Levels (MRL’s) of pesticides are currently one of the most
contentious food safety issues. Although pesticides are broken down over time, small
amounts of pesticides, called residues, remain on the produce. MRL’s are based on
consumer health considerations and good agricultural practice. While some MRL’s
have been ratified in the European Union, others are not harmonized yet and the
local MRL of the member state applies. This leads to complicated export
requirements for especially vegetables destined for Europe - a very important reason
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for the vegetable industry to actively participate in the SA PIP, which aims to enable
South Africans to comply with European food safety regulations, with specific focus
on pesticide limits.

Thomas Mabesa (SA PIP) said that SA PIP’s overall objective is to assist South
African growers to comply with EU export requirements on food safety and
consumer protection, focusing specifically on pesticide regulations.

The PPECB was mandated by the DoA to manage SA PIP. The main stakeholders are
the grower associations, emerging farmers, pesticide industry, DoA and PPECB.

The main focus areas of the SA PIP are:

Increased awareness and understanding of new EU food safety and consumer

protection requirements

Obtain new EU-MRLs on vegetables exported, not causing market access

problems (some chemicals used on vegetables are not even registered for use
on specific crops)

Find alternative treatments (replacements) for pesticides that might create

market access problems

Adjusted agricultural practices on vegetables exported, and

Strengthening the capacity of the grower associations, MRL Task Group and
emerging farmers

Delegates agreed that they benefited from attending the two workshops. End.
More information can be obtained from the following websites:

PPECB www.ppecb.com

SA PIP www.ppecb.com/sapip

Department of Agriculture www.nda.agric.za

EUREPGAP www.eurep.org

SA VEGETABLE www.saveg.co.za

Please complete My Notes …

Activity 3 at the ..........................................
end of this ..........................................
session.
..........................................
. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..........................................
................

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Primary Agriculture NQF Level 2 Unit Standard No: 116111

I understand Questions that I still would

Concept (SO 4)
this concept like to ask

The use of safety clothes or gear

according to prescribed procedures
is demonstrated.

The different personal hygiene

practices that must be implemented
at all times are explained.

When it is necessary to disclose

certain aspects of personal health is
described.

The reason why certain hygiene

procedures must be followed is
explained.

The process of reporting when

conditions are not according to the
standards prescribed is described.

My Notes …
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
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. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................

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38
Primary Agriculture NQF Level 2 Unit Standard No: 116111

3
Instructions: My Name:
Explore and mark ..................
My Workplace:
..................
My ID Number:
SO 4
...................

Attend the lecture presented by the local health worker. Make sure you understand
why hygiene and person health can affect not only your ability to be able to work,
but also the produce you work with. Summarize the advice that the health worker
provided you with in your workbook.
Also get contact numbers of your local clinic and or hospital from the health worker
and write it down in your workbook.

Summarize what you have learned about EurepGAP and HACCP and how it can help
making produce fit and safe for human consumption.

Facilitator comments: Assessment:

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39
Primary Agriculture NQF Level 2 Unit Standard No: 116111

Session 5 D i s pos a l of w a s t e

After completing this session, you should be able to:

SO 5: Ensure the requirements for the disposal of waste are
adhered to.

In this session we explore the following concepts:

Waste produced during harvesting and dealing with waste.
Waste management planning.

5.1 Waste produced during the harvest

process
Waste in this sense is all plant residues left on the field after harvesting. Examples
include:
the stubble, cobs and leaves of a maize plant
the stem leaves and discarded fruit of tomatoes and other fruit crops
the stem and wrapper leaves of a cabbage crop
All of these materials is degradable and seldom causes environmental problems.

After harvesting, however, non- or slow degradable waste can be generated. These
include

Damaged plastic bags in which produce were to be packed, plastic bags which
contained the packing material.

Cardboard boxes in which packing material were delivered.

Broken/damaged picking containers.

Un-repairable harvest tools and equipment etc.

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Primary Agriculture NQF Level 2 Unit Standard No: 116111

5.2 Dealing with waste produced during

harvesting
First of all, waste in this case is not a bad word, as we will see in this session. The
waste or rather plant rests produced during harvesting are the plant parts (leaves,
stems, cobs, heads etc.), which do not contribute to the yield of the crop. These are
often left on the field after harvesting and the following can happen to the plant
rests:

The plant rests can be left on the field where it can be used as:
• Animal feed.Cattle etc. can be allowed onto the field after harvesting and
utilize the plant material in producing milk and meat.
• Mulch.The plant rests can be chopped into smaller particles with a disc
implement pulled by a tractor. The plant rests then act as a mulch to protect
the soil against water and wind erosion.
The plant residue can be incorporated into the soil during primary cultivation and
in this way replace some of the nutrient which were extracted from the soil
during the growth of the crop.

The residue of some crops like soybean, peanut and wheat can be baled and
removed from the field. This is again used to feed animals.

Maize residue can be put through a hammer-mill to reduce the particle size. This
chopped rest are stored in bags and can be used as is, or mixed with molasses
etc. to be fed to animals.

Where diseases are problematic or there is no other use for the rest, it can be
burning to get rid of it in an easy and quick way.

The residue, especially if it is still green and moist, can be used in the making of
compost, which can be used as an alternative to inorganic fertilizers.

Discarded vegetables and fruits can also be used in the making of compost. Do
not use diseased material for this.

Discarded vegetables and fruits can be used as animal feed.

Diseased material should be discarded of in a safe way by burning or burying it

in a pit, far away from the crop fields.

Most of the plant rest can therefore be used successfully in other farming
enterprises, contributing to the overall success of the farm.

The non-degradable waste needs extra care and some guidelines are:
Recycling plastics, cardboard, glass etc., can lead to an extra income.
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Primary Agriculture NQF Level 2 Unit Standard No: 116111

If recycling is not an option, discard of waste in a safe way. Away from animals
and where children play.

Discard of the waste by putting it in a pit and covering it with soil as soon as the
pit is full. Keep record of where such a pit was dug to prevent later problems
when the pit is opened up by accident.

Some of the waste can be use in alternative ways. The cardboard boxes can for
example be used to store garden gloves, picking bags etc. in.

5.3 Waste management planning and

record holding
Because plant residue can be accommodated in different safe and useful ways on
the farm, planning for, and keeping record of, waste management will play only a
small role in the everyday running of the harvest process. What is important to note
is an account of the type of waste being produced and what it can be used for.
Especially where the plant rests are being used for animal feed. This will help a lot in
the fodder flow planning of the animal enterprise. The same principal can be applied
to the making of compost. Knowing what type of residue are available and when,
makes planning the making of compost much easier.

Please complete My Notes …

Activity 4 at the ..........................................
end of this . .........................................
session.
. .........................................
. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .........................................
. ...............

I understand Questions that I still

Concept (SO 5)
this concept would like to ask

The way waste is dealt with according to specific

procedures is described.

The process with which the waste is processed

according to the different categories is explained.

The reason it is important to dispose of waste in

a prescribed and particular fashion is explained.

The plan that you are given to process the waste

from the particular agricultural enterprise is
described.

The records that are kept of the waste an how it

is disposed of is described.

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Primary Agriculture NQF Level 2 Unit Standard No: 116111

4
Instructions: My Name:
Explore, monitor and observe ..................
My Workplace:
..................
My ID Number:
SO 5
...................

Visit (a) a maize field where maize grain is being harvested; (b) a cabbage field
where cabbages are being harvested.
Make a note of the plant residue left on the field after harvesting the grain and
cabbages.

Sit (under a tree) and discuss what can be done with the different plant residue.
Write short notes in your notebook on what was discussed.

Facilitator comments: Assessment:

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Primary Agriculture NQF Level 2 Unit Standard No: 116111

Glossary
Term Description

Combine harvester A farm machine which firstly cuts and then threshes (separating grain from the
hulls) grain.

Disease spores “Seeds” of a disease.

Fresh produce Perishable produce like fresh fruit and vegetables

Gin Process whereby the cotton fibre is removed from the cotton seed.

Industrial crop A crop where the produce has to go through a factory process before it can be
used. Exp. wheat kernels have to be milled to make flour before we can bake
bread. Also seed cotton has to be ginned to get the fibre which is used in
making of yarn and material.

Logbook A book in which you can write every activity or incident happening on the farm,
clearly marked with the date on which it occurred.

Microscopic Things so small, it can only be seen with the aid of a microscope.

Noxious Poisonous as for chemicals and harmful or troublesome as for weeds

Physical damage Damage caused to fruits by harvesting equipment, when it is dropped from a
distance to the ground or thrown into a basket or simply touched very hard.

Produce Any part of the plant which can be harvested and marketed
Exp. maize grain, tomato fruit, spinach leaves, seed cotton etc.

Propagation material Seed, tubers, seedlings, rootstocks, etc. used in establishing the crop.

Shelve life How long produce can last (remain fresh) before it looses quality

Silo Structure in which grain is stored

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Primary Agriculture NQF Level 2 Unit Standard No: 116111

Am I ready for my test?

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 your crop, when it

comes to harvesting?

2. Name the two ways of harvesting and give two

applicable crop examples.

3. Explain why it is important to clean, take care of

and maintain the harvesting tools and
equipment in good working condition.

4. 4.Give some general safety tips on how to use

harvesting tools and equipment.

5. Give some advice on storage of harvesting tools

and equipment.

6. Why is it important to report accidents and

problems during the harvesting process?

7. Explain how you would determine if a) citrus,

b) tomatoes and c) maize grain are ready for
harvesting

8. Explain how you would take a representative a)

citrus fruit and b) maize grain sample.

9. What the function of the samples is as explained

in question 8?

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 Harvest Agricultural Crops: Procedures

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Primary Agriculture NQF Level 2 Unit Standard No: 116111

10. Is it advisable to leave freshly picked vegetable

and fruit produce in the sun for long periods of
time before moving it to the pack house/shed?
If not, why not?

11. Is it advisable to leave freshly harvested grain in

the open where it is exposed to the sun and
other elements for long periods of time before
moving it to the silo? If not, why not?

12. Give some advice on safety gear and principles

to follow when harvesting a crop.

13. Give some advice on personal hygiene and

health aspects which should be taken care off
before being allowed to participate in the
harvesting of a crop.

14. Do you think it is unfair or unimportant to report

health or hygiene problems you experience with
your group leader or employer when you are
harvesting?

15. a) Do you think the plant rest resulting from the

harvest process should be called waste?
b) Give some uses of these plant rests

16. Name some of the waste (not plant rests)

generated during the harvesting process or
directly after harvesting.

17. What can be done with the waste as named in

question 16?

My Notes …
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .
...................................................................................
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 Harvest Agricultural Crops: Procedures

46
Primary Agriculture NQF Level 2 Unit Standard No: 116111

Checklist for practical assessment …

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.

Answer Motivate your Answer

Observations
Yes or No (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.

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 Harvest Agricultural Crops: Procedures

47
Primary Agriculture NQF Level 2 Unit Standard No: 116111

Paperwork to be done …
Please assist the assessor by filling in this form and then sign as instructed.

Learner Information Form

Unit Standard 116111

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

Signature:
Postal Address

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 Harvest Agricultural Crops: Procedures

48
Primary Agriculture NQF Level 2 Unit Standard No: 116111

Bibliography
Books:
ARC- INDUSTRIAL CROP RESEARCH INSTITUTE. 1996. Management guide for
the cotton producer. Volume 1.
DU TOIT, A.P.N, LOUBSER, H.L. AND NEL A.A Sunflower production. A
Management guide for the Winning Producer. ARC - Grain Crops Institute.

SMIT, M.A. Your guide to successful soya production. 1998. ARC - Grain Crops
Institute.

SWANEVELDER, C.J., 1998 Groundnuts - always tops. ARC - Grain Crops

Institute

Terms & Conditions

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.

Version: 01 Version Date: July 2006

 Harvest Agricultural Crops: Procedures

49
Primary Agriculture NQF Level 2 Unit Standard No: 116111

Acknowledgements
Project Management:
M H Chalken Consulting
IMPETUS Consulting and Skills Development

Donors:
Citrus Academy

Authenticator:
Prof P J Robbertse
Dr D Marais

Technical Editing:
Mr R H Meinhardt

Language Editing:
Mr D Erasmus

OBE Formatting:
Ms P Prinsloo

Design:
Didacsa Design SA (Pty) Ltd

Layout:
Ms A du Plessis

Version: 01 Version Date: July 2006

 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.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

Harvest agricultural crops: Procedures

SAQA US ID UNIT STANDARD TITLE

116111 Harvest agricultural crops: Procedures
SGB NAME NSB PROVIDER NAME
SGB Primary NSB 01-Agriculture and Nature
Agriculture Conservation
FIELD SUBFIELD
Agriculture and Nature Conservation Primary Agriculture
ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS
Undefined Regular Level 2 4
REGISTRATION REGISTRATION START DATE REGISTRATION END SAQA DECISION
STATUS DATE 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 harvest crops according to basic procedures making
use of basic harvesting tools.

Learners will gain specific knowledge and skills in harvesting techniques 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 demonstrate competence against the
following unit standards or equivalent:

• NQF 1: Harvest agricultural crops.

• NQF 2: Utilise and perform minor repair and maintenance tasks on implements, equipment and
infrastructure.
• NQF 1: Collect agricultural data.

UNIT STANDARD RANGE

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 and use appropriate tools / equipment for pre-determined harvesting method.
OUTCOME RANGE
Harvesting methods according to specific production context include, but are not limited to harvesting by
hand, machine harvesting, etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Tools that will be needed to harvest the particular crop 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.

ASSESSMENT CRITERION 2
The way to ensure that the harvesting equipment is in good working condition is explained.

ASSESSMENT CRITERION 3
The way tools will be used according to established and familiar industry procedures is demonstrated.

SPECIFIC OUTCOME 2
Carry out sampling for maturity indexing according to established and familiar procedures.
OUTCOME RANGE
Sampling may include, but are not limited to sampling by hand, etc. It may include but is not limited to,
harvesting a given number or mass of the produce according to a specific plan.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The way the sample will be harvested and how it will be handled (processed) is explained.

ASSESSMENT CRITERION 2
The way to harvest the sample and process it is demonstrated.

ASSESSMENT CRITERION 3
The reason for taking a sample is explained.

ASSESSMENT CRITERION 4
Your understanding of the routine with which the sample has to be taken is explained.

SPECIFIC OUTCOME 3
Harvest crops.
OUTCOME RANGE
Familiar procedures include, but are not limited to quality specifications, maturity specifications, etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Harvesting procedure for the specific crop is explained.

ASSESSMENT CRITERION 2
The basic maturity level of the crops as advised is described.

ASSESSMENT CRITERION 3
The handlig the harvested crop immediately after harvesting is described.

ASSESSMENT CRITERION 4
Any specifications which need to be followed as advised is explained.
ASSESSMENT CRITERION RANGE
Specifications include but are not limited to remove from direct sunlight, rain, do not throw, watch speed of
harvester etc.

SPECIFIC OUTCOME 4
Harvest crops considering the necessary health, hygiene and safety during the procedure.
OUTCOME RANGE
Health, safety and hygiene include but are not limited to clean hands, sterilized equipment, covered hair,
covered wounds, report open wounds etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The use of safety clothes or gear according to prescribed procedures is demonstrated.

ASSESSMENT CRITERION 2
The different personal hygiene practices that must be implemented at all times are explained.

ASSESSMENT CRITERION 3
When it is necessary to disclose certain aspects of personal health is described.

ASSESSMENT CRITERION 4
The reason why certain hygiene procedures must be followed is explained.

ASSESSMENT CRITERION 5
The process of reporting when conditions are not according to the standards prescribed is described.

SPECIFIC OUTCOME 5
Ensure the collection and transportation of waste.
OUTCOME RANGE
Waste includes, but is not limited to any biodegradable or non bio-degradable materials that are not
accepted as the primary product. Biodegradable materials include parts of plants, fruit, flowers, etc. Non-
biodegradable materials include, but are not limited to plastics, glass, metals, etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The way waste is dealt with according to specific procedures is described.

ASSESSMENT CRITERION 2
The process with which the waste is processed according to the different categories is explained.

ASSESSMENT CRITERION 3
The reason it is important to dispose of waste in a prescribed and particular fashion is explained.

ASSESSMENT CRITERION 4
The plan that you are given to process the waste from the particular agricultural enterprise is described.

ASSESSMENT CRITERION 5
The records that are kept of the waste and how it is disposed of is described.
ASSESSMENT CRITERION RANGE
Record refers to keeping of data, e.g. counting of loads, volumes, where disposed of and how etc.

SPECIFIC OUTCOME 6
Care and maintain equipment used in cooperation with, and guiding others.
OUTCOME RANGE
Care and maintaining of equipment may include but is not limited to cleaning sterilizing, oiling sharpening
etc of hand tools, machinery, power tools etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Caring for equipment according to procedures is described.

ASSESSMENT CRITERION 2
The importance of cleaning and caring for the equipment is explained.

ASSESSMENT CRITERION 3
The place and way of storing equipment is described.

ASSESSMENT CRITERION 4
The way of dealing with defaults in equipment is explained.

ASSESSMENT CRITERION 5
The routine and basic procedures that are dealt with at particular level is explained.

ASSESSMENT CRITERION 6
The way in which problems are reported and recorded is discussed.
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:

• The principles of harvesting a crop.

• Names and functions of tools and materials for the harvesting process.
• Safe handling procedures of tools and materials utilised.
• The various harvesting methods.
• Plant physiology and anatomy required for the harvesting of different crops.
• Importance of harvesting area being clean from waste material.
• Occupational Health and Safety and other applicable legislation.
• Use of sensory cues to show harvest readiness.

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: relates to specific outcomes:
• Harvest crops.
• Harvest crops considering the necessary health, hygiene and safety during the procedure.

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 specific outcomes:
• Carry out sampling for maturity indexing according to established and familiar procedures.
• Harvest crops considering the necessary health, hygiene and safety during the procedure.
• Ensure the disposal of waste requirements are adhered to.
• Care for and maintain equipment used.

UNIT STANDARD CCFO CONTRIBUTING

Self-development: relates to all specific outcomes.

UNIT STANDARD ASSESSOR CRITERIA

N/A

UNIT STANDARD NOTES

N/A

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.