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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Measurement, Control and Instrumentation 
SAQA QUAL ID QUALIFICATION TITLE
74532  National Certificate: Measurement, Control and Instrumentation 
ORIGINATOR ORIGINATING PROVIDER
SGB Generic Manufacturing, Engineering, Technology   
QUALITY ASSURING BODY NQF SUB-FRAMEWORK
The individual Quality Assuring Body for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  The individual NQF Sub-framework for each Learning Programme recorded against this qualification is shown in the table at the end of the qualification report. 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 06 - Manufacturing, Engineering and Technology  Engineering and Related Design 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 3  NQF Level 03  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 0695/12  2012-07-01  2015-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of this qualification is to provide learners with the necessary applied competence to function professionally in the Measurement, Control and Instrumentation field.

Qualifying learners will gain competencies that will promote professionalism in this sub field by being able to:
  • Maintain programmable field instrumentation.
  • Demonstrate knowledge of the principles of field instrumentation.
  • Comply with manufacturer's specifications, organizational policies, procedures, standards and applicable legislative requirements.

    Learner achievement in this qualification sets the platform for further learning at a more complex level involving troubleshooting, repair and maintenance. The qualification provides for specialization in analytical equipment.

    Typical entrants to this qualification:

    This qualification is aimed at learners who have completed the NQF Level 2 certificate preceding this qualification, as well as learners who are already active in this field and wish to receive formal recognition of their knowledge, skill and experience. This qualification serves as a learning pathway toward the NQF Level 4 Further Education and Training Certificate: Measurement, Control and Instrumentation.

    Qualifying learners:

    After qualifying in this certificate learners are able to provide meaningful skills to a range of industries and will contribute to the maintenance function of instrumentation by delivering skills and knowledge commensurate with the exit level outcomes of this certificate.

    Rationale:

    Measurement, Control and Instrumentation is complex and sophisticated and regarded as a critical and scarce skill. Its importance spans across various industries of manufacturing engineering and technology. Competence is important since the implications of malfunctioning instrumentation could cause the loss of life, finances and infrastructure in industry.

    Health, safety, risks and environmental knowledge forms an integral part of the learning covered in the unit standards associated with this qualification. Concepts and technology covered by this qualification are written in a generic manner in order to provide for the portability of skill across various industries. The qualification thus contributes to a national skills pool in a meaningful and proactive manner.

    This qualification responds to a critical, core and scarce skill as identified by the energy sector skills plan and provides an opportunity for qualifying learners to access employment in the Measurement, Control and Instrumentation field. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    This qualification assumes that the candidate has acquired the competencies associated with the NQF Level 2 Certificate in Measurement Control and Instrumentation.

    Learning in preparation for this qualification should include the aspects of:
  • Language, Mathematical Literacy and Numeracy.
  • Science, Measurement, Control and Instrumentation technology or equivalent.

    Recognition of Prior Learning:

    This qualification may be obtained through a process of RPL assessment. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided on the criteria required to be declared competent. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification.

    The guidelines for integrated assessment should be used to develop the RPL assessment process. As with integrated assessment, while this is primarily a workplace based qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.

    Access to the Qualification:

    Access to this qualification is open. It is however necessary to obtain relevant work experience in order to produce the evidence required to assess the Exit Level Outcomes.

    The learner must be physically able to perform the outcomes as specified in the unit standards and be able to differentiate between various colours applicable to the industry. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    Fundamental Component:

    This section consists of Unit Standards in:
  • Communication at NQF Level 3 to the value of 20 credits.
  • Mathematical Literacy at NQF Level 3 to the value of 16 credits.
  • All unit standards in the fundamental component are compulsory.

    Core Component:

    This section consists of unit standards to the value of 64 Credits, all of which are compulsory.

    Elective Component:

    The Elective Component consists of a number of specializations each with its own set of Unit Standards. Learners are to choose a specialization area and must choose Elective Unit Standards to the value of 20 credits from the Unit standards listed under that specialization so as to attain a minimum of 120 credits for the Qualification.

    Mining and Minerals specialization:

    Learners are to choose Elective Unit Standards to the value of at least 20 credits from the list below:
  • ID 10630, Maintain intrinsically safe apparatus, Level 2, 2 credits.
  • ID 262485, Demonstrate an understanding of analytical measurement systems, Level 3, 12 credits.
  • ID 260723, Install, test and maintain a basic fluid power system, Level 3, 8 credits.
  • ID 13139, Install, test and maintain a basic pneumatic system, Level 3, 10 credits.

    Instrumentation specialization:

    Learners are to choose Elective Unit Standards to the value of at least 20 credits from the list below:
  • ID 10630, Maintain intrinsically safe apparatus, Level 2, 2 credits.
  • ID 262485, Demonstrate an understanding of analytical measurement systems, Level 3, 12 credits.
  • ID 260723, Install, test and maintain a basic fluid power system, Level 3, 8 credits.
  • ID 13139, Install, test and maintain a basic pneumatic system, Level 3, 10 credits.

    Analyzer specialization:

    Learners are to choose Elective Unit Standards to the value of at least 20 credits from the list below:
  • ID 262485: Demonstrate an understanding of analytical measurement systems, NQF Level 3, 12 Credits.
  • ID 244241: Apply knowledge of chemical reactions in a processing environment, NQF Level 3, 6 Credits.
  • ID 10630: Maintain intrinsically safe apparatus, NQF Level 3, 2 Credits.

    Chemical Industry Specialisation:

    Learners must do Unit Standard ID 244241 and must choose additional Unit Standards from the list below to give a minimum of 20 credits:
  • ID 10630; Maintain intrinsically safe apparatus; Level 2; 2 credits.
  • ID 262485; Demonstrate an understanding of analytical measurement systems; Level 3; 12 credits.
  • ID 13139; Install, test and maintain a basic pneumatic system; Level 3; 10 credits.

    A minimum of 120 credits is required for certification purposes.

    The following specializations are possible and the relevant unit standards will be added to each:
  • Pulp and Paper.
  • Metals Manufacturing and related process industries.
  • Lifting machinery.
  • Food and Beverages.
  • Power Plant. 

  • EXIT LEVEL OUTCOMES 
    1. Maintain programmable field instruments.

    2. Demonstrate knowledge of the principles of field instrumentation.

    3. Comply with relevant specifications, policies, procedures and legislative requirements.

    4. Solve problems and communicate with peers, supervisors and others.
  • Range: Communication includes verbal and written form.

    Critical Cross Field Outcomes:
  • The learner is capable of identifying deviations related to equipment and procedures and creatively finding solutions through clearly defined methods and techniques.
  • Work effectively with others as a member of a team on a daily basis to effectively provide maintenance and related services to process plants.
  • Organise and manage oneself and one's activities responsibly and effectively by proactively handling and maintaining instrumentation equipment and tools.
  • Communicate effectively using appropriate verbal and nonverbal skills to ensure a smooth shift take-over and hand-over and reporting all work related issues.
  • Demonstrate an understanding of the world, as a set of related systems by recognising that problem solving in the context of Instrumentation and Analytical equipment does not happen in isolation.
  • Use science and technology to show responsibility towards the environment and health of the broader community by complying with health, safety and environmental policies and procedures as dictated by legislation. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:

    1.1 Maintenance of field instruments and equipment is planned for in accordance with sound Measurement, Control and Instrumentation principles and organisational requirements.
    1.2 Fault finding techniques are applied in accordance with organisational standards, procedures and manufacturer's specifications.
    1.3 Engineering tools are used and maintained according to standard operating procedures.
    1.4 Programmable field instruments and controllers are maintained in accordance with organizational standards, procedures and manufacturer's specifications.
    1.5 Relay Logic Circuits are designed and constructed in accordance with plant process loop requirements and plant specifications within equipment specification guidelines.
    1.6 Instruments are calibrated as per specifications and associated ranges.
    1.7 Field instruments are removed and installed in accordance with maintenance and occupational health, safety and environmental policies and procedures.

    Associated Assessment Criteria for Exit Level Outcome 2:

    2.1 Electronic circuits are constructed as per design requirements in accordance with sound theoretical principles.
    2.2 The fundamental knowledge of PLC's is demonstrated in accordance with sound theoretical principles.
    2.3 The principles of Process Control Loops are described in accordance with generally accepted instrumentation philosophy.

    Associated Assessment Criteria for Exit Level Outcome 3:

    3.1 Programmable field instruments and equipment are used in accordance with safe working practices and manufacturer specifications.
    3.2 Quality, safety and environmental procedures are followed, with specific reference to regulatory and legislative requirements.
    3.3 Safety requirements in an electrical environment are described in terms of meeting legislative and organisational specific standards.

    Associated Assessment Criteria for Exit Level Outcome 4:

    4.1 Communication is maintained and adapted as required to promote effective interaction in the work context.
    4.2 Terminology used is appropriate to the situation and in accordance with normal workplace usage.
    4.3 Information related to work tasks is accessed and interpreted from a range of written and oral sources that ensure work requirements are understood.
    4.4 Communication is clear and unambiguous and at an appropriate level for designated target audiences.
    4.5 Information communicated is accurate and conveyed in accordance with acceptable timeframes.
    4.6 Communication is effective, regular and ongoing.

    Integrated Assessment:

    Integrated assessment at the level of the qualification provides an opportunity for learners to show they are able to integrate concepts, actions and ideas achieved across a range of unit standards and contexts. Integrated assessment must evaluate the quality of observable performance as well as the thinking behind the performance.

    The assessment criteria of the qualification are embodied in the Unit Standards. The depths of technical expertise that will be assessed across the various specialist contexts are clearly articulated in the relevant specific outcomes, assessment criteria and range statements within these unit standards.

    Some assessment aspects will demand practical demonstration while others may not. In some case inference will be necessary to determine competence depending on the nature and context within which performance takes place.

    Since this is a foundational qualification, it is necessary to ensure that the fundamental part of the qualification is also targeted to ensure that while the competence may have been achieved in a particular context, learners are able to apply it in a range of other contexts and for further learning. The assessment should also ensure that all the critical cross-field outcomes have been achieved. 

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with a host of countries internationally including Zimbabwe, Kenya, Tanzania, Zambia, New Zealand, Australia, USA, European Union, India and Canada.

    International qualifications were examined to ensure that the qualification model and associated unit standards proposed are comparable in terms of technical and learning best practice. However, the core and elective components have been developed and/or revised taking into account South Africa's unique context. The Working group for Instrumentation and Analyser mechanician is satisfied that this newly revised qualification is comparable to the best in the world.

    Introduction:

    The dual function of learning and training is a central feature of education and training policy in many countries, for example in Egypt, Mexico, Tunisia and South Africa. In Egypt, proactive training that assists enterprises to adjust to the needs of new skills, technology and work organization goes hand in hand with active labour market policy, including training for the unemployed, as well as measures that encourage income-generating and training activities for poorer groups of the population. The European Union exemplifies a regional dimension of such developments. Bi- and tripartite agreements on lifelong learning and training have multiplied recently, particularly in industrialized countries, as governments, employers' and workers' organisations have engaged in collective bargaining at the enterprise, sector or national level. The agreements stipulate workers' rights and certain regulatory conditions. They have also contributed to institutional frameworks at sector or national levels, often with the financial partnership of the government. Collective bargaining and dialogue with governments have, in many countries, led to the establishment of training funds that finance lifelong learning and training, for example in France, Spain, Netherlands, Denmark, and Sweden, and also in developing countries such as Benin, Senegal and Mali. Other arrangements provide for national qualification frameworks and skills recognition and certification, for instance, the United Kingdom, South Africa, Australia and New Zealand. Hence, training clauses of collective agreements tend to provide a good basis for establishing and sharing responsibilities, for building different types of partnerships, and for promoting equity in training.

    The South African National Skills Development Strategy (NSDS) promotes a coherent and comprehensive approach to skills development. Learnerships are used to provide a mechanism to facilitate linkages between a structured learning environment and the workplace, so that graduates who obtain a qualification are ready to enter the world of work. In support of this goal, the Instrument Mechanician Learnership as it existed, has been revised, optimized and streamlined in conjunction with professional organisations, industry and training institutions who have rolled-out the initial training, incorporating the experience gained during this process. The review and optimisation of this qualification also aligns with the governmental, business and labour organisation objectives as defined in the Joint Initiative on Priority Skills Acquisition (JIPSA), which has defined the trade of Instrument Mechanician as one of the sixteen priority trades in South Africa.

    The trade of Instrument Mechanician is overwhelmingly technology based, i.e. the 'technology of the day' dictates the work content. The benefit that international comparability can deliver to this trade is therefore best derived in the form of 'best practice' typically found in the 'high technology' societies from which the majority of the equipment and systems originate. These are primarily the USA/Canada, UK, Germany, Japan and Australia/New Zealand. Comparison with Japan and Germany is complicated because of language barriers and their preference in providing narrow band 'specialized' training, which is not as broad based as the South African approach. Good comparison is possible between the other countries mentioned. India is included in this comparison as an upwardly mobile developing nation similar to South Africa.

    Comparison between the various countries mentioned shows that while differences exist in sub-skill groupings, a good correlation exists between the blend of basic and advanced skills taught in the SAQA Instrumentation Mechanician qualification series called the Further Education and Training Certificate: Measurement, Control and Instrumentation. These may be summarized into the following major skill categories:
  • Electrical and Electronics.
  • Sensors and measurement techniques.
  • Instrumentation by functionality, including Flow, Pressure, Level, Temperature & Analysis.
  • Instrument Control Loops.
  • Control Systems (PLC/DCS).

    This Instrument Mechanician Qualification series has been developed with the active participation of the South African Institute of Measurement and Control (SAIMC), which has a broad spectrum industry and interested party representation, which involves continental and international partnerships.

    International occupational profile of Measurement, Control and Instrumentation Mechanician (including analysers):

    Measurement Control and Instrumentation studies across the globe, provides Industrial Instrument Mechanics with the basic knowledge and skills (technical training) that employers are seeking in new employees.

    Industrial Instrument Mechanicians install, repair, maintain, and adjust instruments used to measure and control industrial processes such as pulp and paper manufacturing and petrochemical production. These types of instruments are typically used for controlling factors such as:
  • Flow of substances such as gases or liquids.
  • Temperature of materials or stages of a process.
  • Pressure maintained during a process.
  • Level of a material used or created during a process.

    Industrial Instrument and Analyser Mechanics are often employed by pulp and paper processing companies, hydroelectric power generating companies or mining, petrochemical and natural gas companies. They help these companies diagnose faults and perform preventive maintenance by inspecting and testing the instruments and systems in use. Industrial Instrument Mechanic is usually a nationally designated trade in individual countries since the skill they provide is crucial for the survival of processing plants.

    Industrial Instrument Mechanics also calibrate components and instruments according to manufacturer's' specifications and troubleshoot and tune industrial processes. Many of the instruments that they maintain are key to automating part (or all) of a manufacturing process.

    Because their work can affect millions of dollars of production, Industrial Instrument Mechanics are in high demand. Industrial Instrument Mechanics are sometimes placed under tight deadlines to complete work assigned.

    Country Comparison:

    Canada:

    Courses in Canada are based on intense theory in the classroom for a concurrent total curriculum incorporating approximately 900 classroom hours. The Canadian curriculum involves industry examples but the learning itself is not work based. Theory is combined with practical examples, simulations and field trips, but there is no coordination between classroom learning and learning in the workplace. It is structured with 4 exit levels ranging from level 1 - 4. The subject content of the curriculum is identical to the South African qualifications. There are minor changes in the way sets of skills are related but the overall curriculum results in the same objectives of installation, calibration, general maintenance and breakdown maintenance of industrial instrumentation as with this qualification. The Canadian model refers to critical cross field outcomes as essential skills and demonstrates the integration of critical cross field outcomes to the fundamental knowledge of their curriculum. There was favourable comparison with regard to the latter. It is interesting to note the detailed classification and reference to "on the job" technical description in their curriculum. The Canadian curriculum classifies the complexity of the tasks according to the essential knowledge and describes the detail of the associated technical content.

    The curriculum is similar to the whole qualification concept and is not outcomes based. It is similar to the apprentice system in South Africa and there is no coordinated relationship in the learning and assessment of workplace and classroom learning. However, there is summative assessment resulting in nationally recognised certification. Industrial Instrument Mechanic is a nationally designated trade under the Inter-provincial Red Seal program.

    India:

    In India there are two routes to industry competence in the field of Instrumentation. Route one follows the craftsman route and Route two, the apprenticeship route. The difference is essentially the fact that the craftsman is not employer supported and that the apprentice is. The two routes are also done over different time periods. The apprenticeship takes 3 years to complete and the craftsmanship takes two years since more time is spent at the training institute. The content of the first and second year syllabus of the craftsman and apprenticeship is the same. There is two year rebate for practical training before certification.

    In comparing the qualifications, there is general consensus among the subject matter experts consulted that a similar standard of technology and training is applied with minor changes in semantics and the structure of the learning programmes. What the Indian curriculum refers to as preventative maintenance South African instrumentation experts refer to as routine maintenance.

    In the Indian syllabus there is no fundamental education development with regards to Communication and Literacy. It is assumed that candidates have successfully completed this learning through the schooling system, which is specified as the entry requirement. It appears that social studies are combined as part of the syllabus but there was very little access to this detailed content for comparison.

    Republic of Zimbabwe:

    Zimbabwe prescribes to a SADC Protocol, which requires member countries to set up a National Qualification Framework and calls for well-defined Skilled Worker classes/levels. Apprenticeship programs are administered via national legislation and the Industrial Training and Trade Testing Division (IT&TT), which is represented throughout Zimbabwe via regional offices situated in Gweru, Bulawayo, Masvingo and Mutare, with the Head Office in Harare.

    The formal trade of "Instrument Mechanic" exists in Zimbabwe. It appears as though their course structure is influenced by the Canadian methodology. There is also a localised German influence via the Informal Sector Training and Resources Network (ISTARN) project in the Masvingo area. The ISTARN skills project is a joint venture between the Government of Zimbabwe and the Government of the Federal Republic of Germany.

    Zambia, Kenya and Tanzania:

    These countries operate process industries that employ the skill of Instrument Mechanics, and train towards this profession. From information available from SAIMC, certain academics are registered who are involved in these programmes. The three countries appear to emulate the South African apprenticeship structure. A research paper investigating the viability and effectiveness of vocational training also concurs with the apprenticeship structure of training. The SAIMC has confirmed that their programme content compares very favourabley to this qualification.

    New Zealand and Australia:

    New Zealand and Australia have qualification frameworks and like South Africa belong to the Organisation for Economic Cooperation and Development (OECD). Their curriculum structure was most conveniently compared. In certain instances there was direct comparison of unit standards.

    The main difference between our technical content is that they group their tasks and activities differently. An example of this is the analyser component of this qualification. These countries categorise the equipment differently and deal with types of analytical instruments individually. The South African unit standards categorised the principle of operation and listed all types of equipment, grouping the individual analytical instruments in a range.

    The New Zealand Qualifications Authority's National Certificate in Industrial Measurement and Control, and the Australian Certificate II in Electro-technology - Instrumentation compare favourably with this qualification in terms of outcomes, assessment criteria, duration and degree of difficulty.

    USA:

    The inside wireman (journeyman) trade curriculum was used as a basis for comparison. There appears to be a global standard on technological content and approach to training. The tool list required for the practical training as well as subject content seems to be almost identical to the South Africa model.

    Instrumentation courses in the USA differ from state to state. The New York state course in instrumentation is rolled out as an apprenticeship. The duration is 48 months for a red seal certificate. It appears that this curriculum covers the same content as this qualification series up to the Level 5 certificate. The progression of complexity and content was almost identical to what was researched in the Canadian curriculum and compares favourably to the South African qualification.

    Conclusion:

    As much as a thorough effort was made to compare this set of qualifications internationally, language barriers or a general lack of information regarding the content and structure of international qualifications were sometimes encountered. However the curriculum content in accessible countries was thoroughly interrogated and debated for relevance and best practice against the South African model and the Working group for Instrumentation and Analyser mechanician is satisfied that this newly revised qualification is comparable to the best in the world. 

  • ARTICULATION OPTIONS 
    This is the second qualification in a series from NQF Level 2 through NQF Level 3, 4 and 5. This series of qualifications can articulate directly to learning programmes and qualifications in the Measurement, Control and Instrumentation field. It also opens the possibility for further learning in the sub-field of Engineering and related design.

    Vertical Articulation:
  • A learner could progress from NQF Level 2 through to a National Certificate: Measurement Control and Instrumentation, NQF Level 5. After completion of NQF Level 5, this would serve as a bridging course for entry into Higher Education Qualifications. A learner could also enter a National Diploma in Electronics Engineering with a specialization in Instrumentation or A Bachelor of Science Degree: Electronics.

    Horizontal:
  • Fundamental learning at this level applies to equivalent credit accrual for engineering-related qualifications at NQF Level 3.
  • Core learning at this level applies to equivalent credit accrual for some unit standards applicable to a range of engineering qualifications. Horizontal articulation is applicable between the different specialization areas of this qualification. 

  • MODERATION OPTIONS 
  • A person assessing a learner or moderating the assessment of a learner against this qualification must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement if this qualification must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards, exit level outcomes as well as the integrated competence described in the associated assessment criteria of the exit level outcomes of this qualification. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The following criteria should be applied by a relevant ETQA as a minimum requirement:

    Assessors should be in possession of an appropriate qualification:
  • Measurement, Control and Instrumentation at NQF Level 4 and a minimum period of 5 years related experience as specified by the relevant ETQA.

    OR
  • An artisan qualification in Measurement, Control and Instrumentation (trade test certificate or completed contract of apprenticeship) with a minimum of 5 years of related experience as specified by the relevant ETQA.

    OR
  • Subject matter experience, which may be established through recognition of prior learning (RPL).
  • Registration as an assessor with the relevant Education and Training Quality Assurance Body.

    Proven inter-personal skills and the ability to:
  • Maintain national and local industry standards.
  • Act in the interest of the learner.
  • Understand the need for transformation to redress the legacies of the past, and respect the cultural background and language of the learner. 

  • NOTES 
    As per the SAQA decision, after consultation with the Quality Councils, to re-register all qualifications and part qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2012.
    This qualification replaces qualification 48696, "National Certificate: Measurement, Control and Instrumentation", Level 3, 163 credits.

    Preamble:
  • For the purposes of this qualification, Instrumentation refers to Industrial instrumentation and control as applied on process plants.
  • Measurement, Control and Instrumentation equipment refers to flow, temperature, level and pressure field instrumentation. In order to demonstrate an understanding, the learner is given an application, which, if successfully carried out will demonstrate the knowledge component. This application must include the safe handling of the above-mentioned equipment. 

  • UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  10270  Construct Basic Electronic Circuits  Level 3  NQF Level 03 
    Core  113899  Demonstrate an understanding of basic programmable logic controllers  Level 3  NQF Level 03 
    Core  114620  Demonstrate fault finding techniques on field instrumentation  Level 3  NQF Level 03 
    Core  262486  Design and construct relay logic circuits  Level 3  NQF Level 03 
    Core  114615  Maintain analytical equipment  Level 3  NQF Level 03 
    Core  114603  Maintain controllers  Level 3  NQF Level 03 
    Core  262482  Maintain programmable field instruments  Level 3  NQF Level 03  12 
    Core  114624  Read and interpret instrumentation drawings  Level 3  NQF Level 03 
    Core  116084  Demonstrate an understanding of the Principles of Process Control Loops  Level 4  NQF Level 04  10 
    Fundamental  119472  Accommodate audience and context needs in oral/signed communication  Level 3  NQF Level 03 
    Fundamental  9010  Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations  Level 3  NQF Level 03 
    Fundamental  9013  Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 3  NQF Level 03 
    Fundamental  119457  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  9012  Investigate life and work related problems using data and probabilities  Level 3  NQF Level 03 
    Fundamental  119467  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  7456  Use mathematics to investigate and monitor the financial aspects of personal, business and national issues  Level 3  NQF Level 03 
    Fundamental  119465  Write/present/sign texts for a range of communicative contexts  Level 3  NQF Level 03 
    Elective  10630  Maintain intrinsically safe apparatus  Level 2  NQF Level 02 
    Elective  244241  Apply knowledge of chemical reactions in a processing environment  Level 3  NQF Level 03 
    Elective  262485  Demonstrate an understanding of analytical measurement systems  Level 3  NQF Level 03  12 
    Elective  260723  Install, test and maintain a basic fluid power system  Level 3  NQF Level 03 
    Elective  13139  Install, test and maintain a basic pneumatic system  Level 3  NQF Level 03  10 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Provider Pre-2009
    NQF Level
    NQF Level Min Credits Learning Prog End Date Quality
    Assuring
    Body
    NQF Sub-Framework
    65631  National Certificate: Measurement, Control and Instrumentation  Generic Provider - Field 06  Level 3  NQF Level 03  120     EWSETA  OQSF 
    78385  National Certificate: Measurement, Control and Instrumentation: Chemical  Generic Provider - Field 06  Level 3  NQF Level 03  120     CHIETA  OQSF 
    74552  National Certificate: Measurement, Control and Instrumentation: Mining and Minerals  Generic Provider - Field 06  Level 3  NQF Level 03  120     MQA  OQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Quality Assuring Bodies have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Quality Assuring Body should be notified if a record appears to be missing from here.
     
    LP ID Learning Programme Title Accredited Provider
    65631  National Certificate: Measurement, Control and Instrumentation  1. Eskom Arnot Power Station - Maintenance Training
    2. Master Artisan Academy
    3. MMTI  
    78385  National Certificate: Measurement, Control and Instrumentation: Chemical  1. SASOL GLOBAL LEARNING
    2. Tekmation Training Institute  



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