I started my military career in 1992, and by 1994, I had become a paratrooper as well as a helicopter rope work dispatcher. Later that same year, I completed a rock-climbing course. Although I loved the thrill of jumping out of planes, rope work provided an even greater adrenaline rush for much longer periods of time.

In 1996, I qualified as a military static line parachute instructor. There are very few things in life that truly impress me, but what stayed with me was the parachute instructor’s ability to demonstrate exactly what they were teaching – including jumping out of a plane.

Imagine a large warehouse filled with students preparing to jump from a functioning aircraft. The training environment was divided into around 10 classrooms, each with an instructor delivering the same lesson in 40-minute sessions designed to achieve a specific practical outcome. The most remarkable part was that none of the instructors worked from a book. Every lesson was memorised, standardised and delivered with military precision.

This level of discipline and consistency stayed with me and later shaped the practical training approaches I implemented in my own career.

Between 1997 and 2000, I transferred to 7 Medical Battalion Group, where I helped develop rope rescue training modules. My parachute training background always guided me toward creating practical, step-by-step building block exercises.

In 1999, we participated in the World Firefighters’ Games in Cape Town, where we achieved first place. We were the only team able to complete all rescue scenarios during the competition.

A unique career beckons

Around this time, I discovered that you could actually build a career working on ropes – an industry known as rope access. I was immediately excited to pursue this path and booked my first Industrial Rope Access Trade Association (IRATA) rope access course in 1999.

At that time, rope access training opportunities were limited, and assessors had to be flown in from the United Kingdom. The course included a mixed group of rock climbers wanting to become rope access technicians. Various rope access levels were taught within the same course.

What surprised me was that instructors rarely demonstrated the manoeuvres themselves. There were no structured building blocks and no clearly defined “best practice” methods. As long as you stayed attached to two points, almost anything was acceptable.

What concerned me most was that students were not required to practice techniques repeatedly until they were mastered. Different levels of techniques were simply presented within the same five-day course, leaving many learners unsure of what they truly needed to know for their level.

When South Africa developed its own rope access training standards, I saw an opportunity to simplify and structure rope access training so that technicians could learn through building blocks and become more competent with higher success rates.

Factors that make our rope access training better

1. Structured training standards

We use a facilitator guide, assessment guide and moderation guide to ensure fairness, consistency and transparency in both training and assessments. Learners know from the beginning exactly what they will be assessed on.

2. Learner-centred training

We cater for learners with special needs, such as reading, writing and language barriers, during the training phase. Physical barriers such as fatigue, excessive heat and noise are also addressed. This ensures a fair and supportive learning environment.

3. One level at a time

We present only one rope access level or syllabus at a time. This allows the facilitator to focus entirely on the learners in front of them.

Many other systems combine multiple levels in one course, meaning beginners who have never worked on ropes training alongside experienced supervisors performing completely different manoeuvres.

4. No surprises in the assessment

In many training systems, instructors seldom demonstrate manoeuvres themselves and often rely on advanced students to demonstrate techniques.

Our training is based on progressive building blocks, starting with mastering straight-line manoeuvres such as:

• Ascending
• Descending
• Changeovers
• Knot passing
• Using the seat
• Performing a pick-off rescue

5. Portfolio of Evidence

Each learner must complete and document a minimum of three attempts at every manoeuvre in a Portfolio of Evidence.

Only once these attempts are completed and signed off by the facilitator can the learner move to a progress assessment.

After successfully passing the basic manoeuvres, learners can move on to more advanced techniques such as:

• Deviations
• Short line transfers
• Long line transfers
• Re-belays
• Loops

Many other systems do not require a documented portfolio or a minimum number of practice attempts.

6. Training schedule designed for performance

Historically, rope access courses ran from Monday to Friday, but due to the limited availability of external assessors on Fridays, we changed the schedule.

Our courses now run from Wednesday to Tuesday.

Because rope access training is physically demanding, the weekend break allows learners to rest and recover before the final assessment. This not only improves pass rates but also allows the brain to consolidate learning, improving long-term memory of techniques.

7. Training the brain for rope work

Working on the ground and working on ropes require different mental processing. When hanging on ropes, technicians must apply problem-solving skills while managing height, equipment and complex manoeuvres.

Our training develops:

• Essential embedded knowledge
• Critical cross-field problem solving
• Decision-making under pressure

These skills are vital before technicians are exposed to high-risk and technically demanding work sites.

Proven results

Through this structured, practical and learner-focused training system, our students consistently demonstrate higher competency levels and improved pass rates.

Learners are proven competent through a tried-and-tested system that builds confidence, skill and safety awareness.